*  MAR  ou  J'-'-O   *' 


BV  1520  ,S48  1893a 

Seven  graded  Sunday  school 


SEVEN 


GRADED  SUNDAY  SCHOOLS 


A  SERIES  OF 


PRACTICAL  PAPERS 


EDITED  BY 


JESSE    LYMAN    HURLBUT 

Secretary  of  the  Sunday  School  Union  of  the  Methodist 
Episcopal  Church 


NEW  YORK:    EATON  &  MAINS 
CINCINNATI:   CURTS  &  JENNINGS 


Copyright,  1893,  by 

HUNT    &    EATON; 

New  York. 


CONTENTS. 


PAGE 

The  Essentials  of  a  Graded  Sunday 
School.  By  Jesse  L.  Hurlbut,  D.D., 
Secretary  of  the  Sunday  School  Union 
of  the  Methodist  Episcopal  Church 5 

The  Akron  Plan,     By  Hon.  Lewis  Miller, 

of  Akron,  O 11 

The  Wilkesbarre  Plan.     By  George  S. 

Bennett,  Esq.,  of  Wilkesbarre,  Pa 33 

The  Detroit  Plan.  By  Horace  Hitch- 
cock, Esq.,  of  Detroit,  Mich 51 

The  Erie  Plan.     By  H.  A.  Strong,  Esq., 

of  Erie,  Pa 65 

The  Chicopee    Plan.      By   Hon.    L.    E. 

Hitchcock,  of  Chicopee,  Mass 79 

The  Lynchburg  Plan.    By  Irvine  Garland 

Penn,  of  Lynchburg,  Va go 

The  Plainfield  Plan.  By  Jesse  L.  Hurl- 
but,  D.D 103 

A  Model  Sunday  School  Room 113 


THE  ESSENTIALS 

OF 

A    GRADED   SUNDAY   SCHOOL. 


BY  JESSE    L.    HURLBUT,    D.D, 


THE  living  question  in  the  Sunday  school  of 
to-day  is  that  which  considers  its  form  of 
organization.  As  every  good  public  school  at 
the  present  time  is  a  graded  school,  so  every 
first-class  Sunday  school  must  be.  There  can 
be  no  efficient,  regular,  and  satisfactory  work 
done  in  a  Sunday  school  without  a  system  of 
grade. 

On  this  subject  there  is  extensive  inquiry,  yet 
general  lack  of  information.  The  majority  of 
superintendents  and  teachers  have  either  no 
conception  or  at  best  an  exceedingly  vague  idea 
of  what  constitutes  a  graded  Sunday  school. 
We  propose  in  a  few  words  to  set  forth  what  are 
the  essential  features  of  a  graded  Sunday  school. 


6  Sez'cn  Graded  Sunday  Schools. 

The  first  essential  is  that  the  school  be  divided 
into  certain  general  departments,  which  may  be 
three,  four,  or  five  in  number.  In  our  opinion 
the  best  division  is  into  the  four  departments — 
Primary,  Intermediate,  Junior,  and  Senior. 
These  departments  should  exist  in  reality,  as 
well  as  in  name,  and  each  department  should  be 
recognized  as  a  separate  element  in  the  work- 
ing of  the  school, 

A  second  essential  is  that  of  a  definite  and 
fixed  number  of  classes  in  each  department. 
It  is  not  a  graded  Sunday  school  where  a  teacher 
and  her  class  are  advanced  together  into  the 
Senior  Department  whenever  the  pupils  reach 
the  specified  age.  The  inevitable  result  of  such 
a  course  will  be  to  have  in  a  few  years  in  the 
Senior  Department  a  large  number  of  "  skeleton 
classes,"  each  with  a  few  members,  which  is 
the  very  evil  to  be  avoided  in  the  graded  system. 
There  should  be  in  each  department  a  definite 
number  of  classes,  proportioned  to  the  size  of 
the  school,  and  this  number  should  be  kept 
uniform,  A  Sunday  school  is  always  *' dying 
at  the  top,"  by  the  loss  of  its  scholars  after  the 
ags  of  fifteen  years.     For  this  fact  there  are 


Essenfials  of  a  Graded  Sunday  School.  7 

many  causes,  some  necessary,  others  avoid- 
able. But.  whatever  be  the  cause,  it  is  a  fact  to 
be  provided  for  in  the  management  of  the  school ; 
and  the  provision  should  be,  not  in  adding  new 
classes,  but  in  advancing  scholars  from  the 
Junior  Department  and  filling  up  senior  classes 
already  organized.  The  classes  in  the  Senior 
Department  should  be  kept  few  in  number,  but 
kept  full  in  size. 

A  third  essential  of  the  graded  Sunday  school 
is  that  of  regular  promotions  from  grade  to 
grade,  with  change  of  teachers.  It  is  not  neces- 
sary for  the  pupils  to  pass  from  one  class  to 
another  every  year  in  the  Sunday  school,  though 
this  is  done  in  the  public  school.  While  a  pupil 
remains  in  the  same  department  he  may  con- 
tinue in  the  same  class  and  with  the  same 
teacher.  But  when  he  passes  from  one  depart- 
ment to  a  higher,  or  from  Junior  to  Senior,  there 
should  generally  be  a  change  of  teachers.  At 
the  period  of  change  from  Primary  to  Interme- 
diate, from  Intermediate  to  Junior,  from  Junior 
to  Senior,  the  pupil  should  come  under  the  care 
of  a  new  teacher.  If  teachers  are  advanced 
wi+h  their  .scho!a''s  the  entire  system  of  rrada- 


8  Seven  Graded  Sn7iday  ScJwoh. 

tfon  v/ill  be  broken  tip,  and  the  school  will  be 
graded  in  name  only. 

A  fourth  essential  element  is  that  of  stated 
and  simultaneous  transfers.  The  pupils  should 
not  be  changed  from  class  to  class  or  from 
grade  to  grade  whenever  the  superintendent 
thinks  a  change  should  be  made.  All  the  pro- 
motions should  be  made  at  once  throughout  the 
school.  A  "promotion  Sunday"  should  be 
observed,  and  provided  for  long  in  advance. 
For  three  months  preparations  should  be  made, 
the  superintendent  and  teachers  should  consult,  a 
committee  should  consider  every  case,  and  the 
changes  should  be  made  deliberately  and  system- 
atically. On  one  Sunday  in  the  year  pupils 
should  be  promoted  from  department  to  depart- 
ment, and  classes  should  be  advanced  from 
grade  to  grade  in  the  several  departments.  The 
basis  of  promotion  should  be  age.  knowledge,  and 
general  maturity  of  character,  and  the  authorities 
of  the  school  should  decide  just  how  much 
weight  should  be  given  to  each  requirement. 

The  above  are  all  the  elements  that  we  con- 
sider essential ;  but  there  are  also  two  adjuncts 
of  importance  in  the  graded  school. 


Essentials  of  a  Graded  Simday  School.   9 

One  is  that  of  a  graded  supplemental  lesson 
for  each  department.  Some  regard  this  as  an 
essential,  and  consider  no  Sunday  school  prop- 
erly a  graded  school  without  it.  We  regard  it 
as  important,  but  do  not  look  upon  it  as  one  of 
the  necessary  features.  There  is  need  of  a  sup- 
plemental lesson  ;  it  will  greatly  aid  in  making 
the  Sunday  school  efficient,  and  it  should  be 
adapted  to  the  various  grades.  But  the  supple- 
mental lesson,  valuable  as  it  is,  we  do  not  regard 
as  one  of  the  essential  features  of  the  graded 
system. 

Another  is  that  of  the  annual  examination. 
There  are  a  few  Sunday  schools  which  require 
the  pupil  to  pass  an  examination  as  the  condition 
of  promotion.  This  follows  the  analogy  of  the 
public  school ;  but  in  our  judgment  it  is  not  an  es- 
sential part  of  the  graded  system.  The  exami- 
nation in  the  Sunday  school  must  of  necessity  be 
a  very  easy  one,  since  it  is  upon  lessons  studied 
but  little  at  home  and  given  for  a  few  minutes 
only  once  a  week.  It  is  apt  to  be  a  mere  form, 
and  sometimes  is  only  a  pretense.  While  we 
recommend  examinations  we  believe  that  they 
should   be  left  optional,   and  that  the  require- 


10         Seven  Gi'aded  Sunday  Schools. 

ments  for  promotion  should  be  those  of  age, 
general  ability,  and  fitness  of  character.  Some 
reward  might  be  given  in  the  form  of  a  certif- 
icate, but  it  should  not  be  necessary  to  obtain 
the  certificate  in  order  to  receive  promotion. 


The  Akron  Plan.  11 


THE  AKRON  PLAN. 


BY    HON.    LEWIS   MILLER. 


AFTER  an  experience  of  more  than  twenty- 
five  years  with  the  graded  system  as  car- 
ried on  in  our  Akron  Sunday  school  it  can  with 
confidence  be  recommended  to  others.  It  em- 
braces the  entire  school  for  all  this  time,  but 
more  especially  a  course  of  sixteen  years  which 
I  will  try  to  explain. 

Our  rooms  are  a  great  convenience,  and  aid 
much  in  perfecting  the  classification  ;  the  sys- 
tem, however,  can  be  carried  on  in  any  of  the 
present  Sunday  school  rooms ;  in  fact,  for  a 
number  of  years  this  system  was  a  success  in  a 
church  at  Canton,  O..  also  in  the  old  Akron 
Church.  In  each  case  there  was  one  larger 
room  and  but  a  few  separate  small  rooms. 

The  classification  is  based  on  the  age  of  the 
scholar ;  if.  however,  a  scholar  seems  from  some 
cause  to  have  advanced  beyond  his  age  in  his 


12       Seven  Graded  Sunday  Schools. 

general  studies,  which  in  most  cases  is  determined 
by  his  standing  in  the  public  schools,  su6h  scholar 
is  put  in  a  class  suited  to  his  advancement. 

The  following  analysis  will  show  more  defi- 
nitely the  system. 

THE   INFANT   DEPARTMENT 

meets  in  a  separate  room,  fitted  for  the  purpose 
with  elevated  seats.  Children  of  about  four 
years  of  age  are  received  into  this  department, 
and  remain  until  they  are  between  eight  and 
nine.  Boys  and  girls  are  kept  together  in  the 
same  room  or  class.  The  class  can  be  of  any 
number  ;  we  sometimes  reach  one  hundred  and 
fifty.  The  class  is  put  in  charge  of  one  teacher, 
with  as  many  assistants  as  desired.  The  regular 
International  Berean  Lessons  are  taught,  and 
much  time  is  given  to  song.  In  our  Missionary 
Society  this  department  becomes  a  separate 
band,  with  name  and  motto,  making  separate 
contributions,  of  which  proper  records  are  kept. 

THE  INTERMEDIATE  DEPARTMENT 

meets  in  a  separate  room,  fitted  similarly  to  the 
one  described  for  the  Infant  Department.    Schol- 


The  Akron  Plan.  13 

ars  from  the  Infant  Class  are  promoted  into  this 
department  when  eight  years  old,  or  sooner  if, 
in  the  public  schools,  they  are  in  the  "Second 
Reader "  grade.  This  class  may  be  of  any 
number  ;  ours  sometimes  reaches  one  hundred. 
Girls  and  boys  are  kept  in  the  same  class. 
This  department  is  also  put  in  charge  of  one 
teacher,  who  has  such  number  of  assistants  as 
desired.  The  regular  International  Berean 
Lesson  is  taught  in  this  room,  similar  in  method 
to  that  in  the  Infant  Class.  The  "No.  One" 
Catechism  is  taught  in  this  department  as  a  sup- 
plemental lesson,  and  it  is  expected  that,  before 
a  scholar  leaves  this  room,  the  Catechism  will 
be  thoroughly  memorized.  A  public  examina- 
tion is  made  before  the  scholars  are  promoted 
out  of  this  department.  This,  like  the  Infant 
Department,  becomes  a  separate  missionary 
band. 

THE    youths'    department 

meets  in  the  main  room,  which  is  provided  with 
a  small  table  for  each  class  ;  chairs  are  used ; 
books  and  papers  are  kept  in  the  class  table,  the 
teacher  carrying  the  key,  the  superintendent 
and  his  assistants  having  master-keys,     Schol- 


14        Seven  Graded  Sunday  Schools. 

ars  are  promoted  from  the  Intermediate  Class  to 
this  department  when  ten  years  old,  or  when, 
in  the  public  schools,  they  are  in  the  "Third 
Reader  "  grade.  As  nearly  as  possible  scholars 
of  the  same  standing  in  the  public  schools  are 
put  in  classes  together,  and  this  distinction  is 
made  with  scholars  of  the  same  age.  In  this 
department  boys  and  girls  are  put  in  separate 
classes  numbering  not  to  exceed  eight,  six  being 
the  standard.  Each  scholar  is  expected  to  have 
a  Bible  and  read  the  story  of  the  lesson.  Much 
attention  is  given  to  have  the  scholar  understand 
and  comprehend  the  simple  story  as  told  in  the 
Bible.  The  regular  International  Berean  Lesson 
is  taught ;  the  lesson  book  or  Berean  Leaf  is 
given  to  each  scholar  to  aid  in  preparing  the 
lesson.  The  memorization  of  the  names  of  the 
books  of  the  Bible,  names  of  the  prominent 
Bible  characters,  and  sections  of  the  Catechism 
are  required  as  supplemental  lessons.  For 
these  supplemental  lessons  a  series  of  pocket 
memory  lessons  is  prepared  by  the  school ;  it  is 
a  neat  little  book,  suited  for  a  boy's  vest  pocket. 
An  examination  is  made  at  the  end  of  each  year, 
and  the  names  of  scholars  having  the  proper 


The  Akron  Plan.  15 

standing  are  placed  on  the  Roll  of  Honor. 
Scholars  rennain  in  this  department  about  four 
years.  The  younger  classes  are  put  nearest  the 
superintendent's  stand  and,  as  they  are  pro- 
moted, are  moved  back  each  year,  the  teacher 
remaining  with  the  same  class  during  the  four 
years.  Each  one  of  these  classes  is  a  separate 
missionary  band  and  makes  its  separate  re- 
port of  missionary  contributions. 

THE    SENIOR    DEPARTMENT 

classes  meet  in  separate  rooms.  Scholars  are 
promoted  into  this  department  when  they  are 
fourteen  years  old.  or  when  they  can  show  a 
standing  equal  to  the  public  high  school  grade. 
Boys  and  girls  are  put  into  separate  rooms,  in 
which  they  remain  under  the  charge  of  one 
teacher  for  three  years.  The  class  membership 
numbers  from  fifteen  to  tv/enty-five.  The  regular 
International  Berean  Lessons  are  taught,  more 
in  the  analytical  form,  requiring  simple  analysis. 
A  blackboard  is  permanently  put  on  the  wall  of 
each  room,  which  affords  good  opportunity  for 
blackboard  explanations.  For  supplemental 
lessons  the  scholars  in  this  department  take  up 


16        Seven  Graded  Simday  Schools. 

the  study  of  Bible  history.  Bible  geography,  and 
sections  of  the  Catechism  in  suitable  form  for 
memory  exercises.  These  classes  form  them- 
selves into  regular  missionary  bands,  taking  a 
missionary  field  for  a  name,  with  suitable 
mottoes.  It  is  expected  that  members  of  these 
classes  acquaint  themselves  by  reading,  and  by 
communication  with  some  missionary,  with  the 
country  and  people  which  they  have  selected. 
The  classes  are  socially  entertained  at  the  homes 
of  the  teacher  or  parents  as  frequently  as  is 
deemed  proper  to  keep  up  a  social  interest. 

THE   NORMAL   DEPARTMENT. 

Scholars,  when  seventeen  years  old,  or  sooner 
if  graduates  of  the  public  high  school,  are  pro- 
moted into  this  department.  The  class  may  be 
of  any  number ;  our  classes  have  averaged 
about  sixty.  Ladies  and  gentlemen  are  placed 
in  the  same  class,  one  teacher  having  charge. 
They  organize  themselves  into  a  regular  soci- 
ety, having  a  simple  constitution,  and  subject  to 
the  regulation  and  direction  of  the  Sunday 
school  society.  To  the  teacher  is  given  the 
responsibility   of  seeing   that   proper  decorum 


The  Akron  Plan.  17 

is  always  maintained.  As  nearly  as  possible 
the  regular  Chautauqua  course  of  normal  study 
is  pursued.  Regular  monthly  literary  and  so- 
cial meetings  are  held  at  the  homes  of  the 
parents,  which  aid  much  to  keep  up  the  inter- 
est of  the  normal  study.  At  the  end  of  two 
years  the  scholars  that  have  the  proper  stand- 
ing on  the  several  written  examinations  in  the 
normal  studies  receive,  at  the  annual  gradu- 
ating exercises,  suitable  diplomas,  prepared  by 
the  school.  The  scholars  do  not  understand 
that  they  are  expected  to  leave  or  are  excused 
from  remaining  longer  in  the  school,  but  they 
are  only  now  prepared  for  a  better  and  higher 
work,  that  of  teaching  and  leading  others  in  the 
good  work.  Many  of  these  graduates  become 
volunteer  teachers  ;  they  join  what,  in  our  school. 
is  known  as  our 

YOUNG  people's    DEPARTMENT. 

We  have  now  three  large  classes  in  this  de- 
partment, numbering  in  the  aggregate  about 
two  hundred.  One  of  these  classes  calls  itself 
the  *'  Reserve  Corps."  They  are  mostly  com- 
posed of  the  normal  alumni.     This  class  take 


18        Seven  Graded  Sunday  Schools. 

up  the  regular  lesson  one  Sabbath  ahead  of  the 
school  and.  in  regular  order,  become  supplies 
for  absent  teachers.  They  also  study  the  best 
methods  of  impressing  scriptural  truth.  The 
other  two  classes  in  this  department  include 
quite  a  number  of  our  young  married  people. 
They  aim  to  bring  out  the  higher  and  deeper 
thoughts  and  teachings  of  the  lesson. 

THE   ASSEMBLY    DEPARTMENT 

is  composed  of  aduh  members  of  the  school, 
meeting  in  a  separate  room,  under  one  teacher; 
the  number  in  the  class  is  not  limited.  The 
lesson  is  here  taught  more  on  the  lecture  plan. 

A  course  of  reading  has  been  prepared,  suited 
TO  each  grade,  which  will  give  new  life  and  in- 
terest to  our  library,  and  will  enable  us.  without 
interfering  with  the  regular  lesson  study  of  the 
school,  to  impress  many  things  of  deepest  in- 
terest, such  as  temperance,  church  government 
and  history,  amusements  and  proper  entertain- 
ments for  young  folks,  leading  them  on,  step  by 
step,  to  habits  of  proper  employment  of  leisure 
hours. 

Our  aim  is  to   interest  the  entire  church  by 


The  Akron  Plan.  19 

intrusting  the  educational  interests  of  the  church 
to  the  Sunday  school  society,  electing  many  of 
our  oldest  members  to  offices  and  selecting  them 
as  teachers.  One  of  our  officers  is  over  seventy 
years  of  age.  and  no  one  in  the  Sabbath  school 
takes  greater  interest  or  is  more  efficient,  none 
more  acceptable. 

The  school  is  regularly  organized  and  gov- 
erned by  the  constitution,  as  approved  by  the 
General  Conference,  and  placed  in  the  Church 
Discipline.  Teachers  arc  selected  and  placed 
by  the  superintendent,  with  the  concurrence  of 
the  pastor,  in  the  departments  to  which  they  are, 
in  the  superintendent's  judgment,  best  adapted, 
and  remain  with  the  scholars  or  class  through 
one  department  only  unless  specially  changed 
by  the  superintendent.  Promotions  are  made 
only  once  a  year ;  exceptional  individual  pro- 
motions may  occur  in  some  instances. 

This  system  possibly  seems  complicated  and 
difficult  to  carry  out ;  we  find  it  simple,  easy,  and 
natural,  solving  many  problems  that  constantly 
arise  in  an  ungraded  school.  It  especially  solves 
the  problem  of  how  to  retain  our  young  people  in 
the  Sunday  school.     Our  system  is  thus  given 


20        Seven  Graded  Sunday  Schools. 

in  detail  in  the  hope  that  other  schools  niay 
profit  thereby. 

I  will  add  some  suggestions  for  practically 
working  the  scheme  : 

There  must  be  entire  unanimity  among  the 
officers  and  teachers  in  order  to  successfully 
start  and  carry  out  a  graded  plan. 

First.  It  must  meet  with  the  approval  of  the 
pastor. 

Second.  The  superintendent  must  with  the 
whole  heart  be  in  the  effort.  In  fact,  he  should 
be,  and  1  believe  must  be,  the  prime  mover  in 
every  step.  The  superintendent  and  assistant 
superintendents  in  our  school  during  all  these 
years  have  every  year  done  all  of  the  work  of 
classifying  and  arranging  of  classes,  made  their 
own  "  roll."  etc.  In  this  way,  and  in  this  way 
only,  can  they  be  properly  strengthened  for  the 
work.  They  may,  if  they  so  choose,  call  other 
officers  to  their  aid  ;  the  pastor  should,  of  course, 
at  all  times  be  consulted.  The  secretary  might, 
in  some  cases,  be  of  service. 

Third.  The  officers  other  than  the  superintend- 
ent, are  expected  to  give  their  full  approval  and 
do  all  in  their  power,  by  encouragement  and  talk, 


The  Akron  Plan.  21 

to  aid  the  work,  and,  where  this  cannot  be  had, 
secure  at  least  no  direct  opposition. 

Fourth.  The  teachers  have  much  to  give  up. 
The  scholars  in  whom  they  have  taken  special 
interest  may  be  taken  away  from  them.  They 
may  not  be  assigned  to  have  charge  of  such  a 
class  of  scholars  as  they  desire ;  they  may  be 
asked  to  take  a  place  or  room  which  to  them 
for  some  reason  is  not  agreeable.  Fears  will 
be  entertained  by  some  that  scholars  will  be 
lost  from  the  school,  etc.  All  these  various 
objections  should  be  overcome.  The  aggres- 
sive members  should  have  much  patience  until 
the  teachers  are,  as  a  body,  at  least  willing  to 
forego  their  fears  and  misgivings  and  will  give 
the  scheme  a  fair  trial.  Harmony  will  nearly 
always  produce  enthusiastic  workers. 

METHOD    FOR    GETTING    A    TROrER   GRADK. 

1 .  Make  an  enrollment  of  the  school  as  fol- 
lows : 

John     Brown.    Third    Reader,    age    eleven 

years,  March  16,  1892. 
Samuel  Findley,  Fourth  Reader,  age  twelve 
years.  July  13,  1892. 


22  Seven  Graded  Sunday  Schools. 

In  this  way  complete  the  enrollment  of  the 
entire  school,  commencing  either  with  the  older 
or  younger  scholars,  as  may  best  suit :  of  course 
those  whose  ages  are  above  twenty  need  not  be 
taken  ;  all  above  that  age  should  be  enrolled  as 
married  and  young  people.  This  kind  of  an 
enrollment  enables  a  clear  understanding  into 
what  class  to  place  every  member  of  the 
school. 

2.  Prepare  an  outline  floor  plan  of  the  Sun- 
day school  room  on  a  scale  large  enough  so  that 
a  space  can  be  marked  which  each  class  is  to 
occupy,  and  in  each  space  write  the  names  of 
the  scholars,  their  ages,  the  number  of  the  class, 
and  the  name  of  the  teacher  who  is  to  have 
charge.  For  rooms  with  galleries  or  without 
the  outline  plan  is  the  same.  Arrange  your 
plan  so  as  to  have  all  the  different  class  spaces  on 
the  same  sheet  of  paper.     The  diagram  on  page 

23  will  give  an  idea  of  one  kind  of  room. 

A  sheet  three  feet  by  two  and  a  half  will  be 
needed  for  a  school  of  a  thousand  members. 

3.  Having  the  age  and  standing  in  ability  on 
a  sheet  of  paper,  outlined  as  described  and  illus- 
trated, the  next  step  is  to  make  the  selection  of 


The  Akron  Plan. 


23 


CALLERYROOMS. 

LOWER 
SIDE  ROOMS. 


MAIN 


PLAN    OF   AKRON    SCHOOL. 

N.  B.  This  plan  represents  two  floors  on  one  diagram. 
The  rooms  numbered  from  i  to  lo  are  in  the  gallery  ;  those 
from  II  to  19  are  under  the  gallery  on  the  ground  floor. 
The  classes  numbered  from  20  to  56  are  not  separated  by 
partitions,  but  are  seated  in  chairs  around  tables. 


24        St'7'('/i  Gnrcfri/  Smtdiiy  Sr/iooh. 

the  scholars  for  the  different  grades  and  classes 
they  are  to  occupy.  Commencing  with  the 
Infant  Class,  write  all  the  names  of  the  Infant 
Class  scholars  into  the  space  outlined  for  their 
class.  Then  place  the  names  of  the  Intermediate 
Class  in  the  space  outlined  for  them.  These  two 
classes  are  not  difficult  to  arrange,  as  all  below 
eight  years,  boys  or  girls,  are  placed  in  the  In- 
fant Class,  and  those  between  eight  and  ten  in 
the  Intermediate.  These  two  grades  may  be 
subdivided  into  as  many  classes  as  may  be  de- 
sired ;  in  our  school  we  have  each  of  these  two 
grades  under  one  teacher,  with  one  or  two  as- 
sistants. Where  rooms  are  convenient  subdivi- 
sions by  age  could  be  made  with  profit ;  we  so 
divide  these  classes,  and  sometimes  teach  them 
by  sections. 

The  Youth's  Department  is  separated  into 
classes  of  six  to  eight  members  each,  and  occu- 
pies the  main  room,  boys  and  girls  in  separate 
classes,  but  so  arranged  that  there  is  a  class 
of  girls,  then  a  class  of  boys,  and  so  on  alter- 
nately :  as  far  as  possible  for  boys  we  have 
a  lady  teacher  and  for  girls  a  gentleman. 
We  place  the  older  scholars  in  the  ''ear  of  the 


The  Akron  Plan.  2') 

room,  or  in  the  "  rear  circle,"  a^  wo  say  in  our 
school. 

The  roll  of  the  school  now  serves  an  excellent 
purpose  ;  select  all  the  boys  that  are  past  thir- 
teen years  old,  but  not  fourteen,  and  list  them 
with  their  standing  in  the  public  schools.  This  is 
probably  best  understood  by  grade,  say  : 

John  Brown,  seventh  Primary  Grade,  thirteen 

years,  March  6,  1892. 
Sarnuel  Jones,  seventh  Primary  Grade,  thir- 
teen years,  July  24,  1892. 
Jacob  Smith,  seventh   Primary  Grade,  thir- 
teen years,  September  1 6,  1 892. 
Isaac   Miller,   seventh  Primary  Grade,   thir- 
teen years,  April  20,  1 892. 
Joseph  Crankshaw,  seventh  Primary  Grade, 

thirteen  years.  May  19,  1892. 
Thomas  Marshall,  seventh   Primary    Grade, 

thirteen  years,  February  10,  1892. 
You  will  not  have  much  difficulty,  in  a  school 
of  three  or  four  hundred  scholars,  to  find  several 
c!a33  lists  all  in  the  same  grade  and  same  age. 
This  will  also  permit  the  selection  of  certain 
scholars  somewhat  in  accordance  with  their  so- 
cial standing.     Probably  one  or  two  classes  of 


26        Seven  Graded  Sunday  Schools. 

each  age  will  not  all  stand  in  the  same  grade 
as  in  the  public  schools,  and  there  will  be 
others  who  are  not  in  the  public  or  any  other 
school.  The  judgment  of  the  superintendent  or 
committee  must  guide ;  age  probably  will  be 
much  the  best  guide,  and  one,  at  least,  that 
scholars  will  recognize  and  consent  to  more 
readily.  As  fast  as  classes  are  formed  the 
names  are  placed  in  their  locality  on  the  diagram 
or  school  room  plan.  Sometimes,  in  order  to 
keep  the  grade  by  years,  the  classes  may  not 
number  six  and  sometimes  may  exceed  six.  All 
the  classes  are  selected  in  the  same  way,  a  class 
of  boys,  then  a  class  of  girls,  and  the  names  of 
the  scholars  placed  on  the  diagram  as  illustrated. 
Scholars  above  fourteen  and  under  seventeen 
are  comprised  in  another  department,  and  should 
be  grouped  in  the  same  way,  only  into  much 
larger  classes.  Where  separate  rooms  can  be  had 
fifteen  or  twenty  will  not  be  too  many — young 
ladies  and  gentlemen  separate.  In  small  schools, 
of  course,  the  classes  would  be  less  in  number. 
The  age  will  largely  govern  in  this  grade  ;  only 
such  as  are  advanced  ahead  of  their  class  will 
go  into  higher   grades.     The  names  for  each 


The  Akron  Plan.  27 

class  should  be  placed  in  the  space  they  are  to 
occupy  on  the  diagram. 

The  Normal  Department  is  next  to  be  selected. 
All  above  seventeen  and  below  twenty  that  desire 
to  take  the  course  should  be  put  into  one  class. 
If  a  room  can  be  secured  large  enough  fifty  to 
seventy  will  not  be  too  many.  Ladies  and  gen- 
tlemen are  placed  in  the  same  class.  This  class 
becomes  an  organized  literary  society,  the 
teacher  ex  officio  president.  They  meet  fre- 
quently through  the  week  at  some  home  ;  a 
short  literary  program  is  arranged  and  the  even- 
ing filled  up  with  proper  social  entertainment. 
The  class  may  be  composed  of  all  the  grades, 
first,  second,  third,  and  fourth,  on  the  same  plan 
as  the  C.  L.  S.  C.  readings  are  arranged,  all  the 
grades  taking  the  same  studies  at  the  same  time, 
as  the  studies  are  so  prepared  that  either  may 
precede  the  rest.  Not  all  who  enter  the  Normal 
will  probably  pursue  the  studies  with  such  vigor 
as  to  undertake  the  written  examinations,  of 
which  there  should  be  at  least  two  each  year. 
A  good  plan  is  to  have  all  go  along  with  the 
class,  because  such  as  will  not  do  thorough  work 
enough  to  pass  these  examinations  will,  after 


28        Seven  Graded  Sunday  Schools. 

all,  probably  get  as  much  good  in  this  class  as 
they  would  in  any  other,  and  the  associations  are 
such  as  will  in  nearly  all  cases  retain  them  in 
the  school ;  and  many  times,  before  the  final 
graduation  comes,  they  will  make  up  the  required 
work  and  finally  receive  their  diplomas.  Only 
those  who  have  pursued  the  studies  and  have, 
with  credit,  passed  the  written  examinations, 
should  receive  diplomas  ;  this  gives  the  proper 
recognition  and  is  an  incentive  to  study.  All 
who  began  the  Normal  work  at  the  same  time 
pass  out  of  the  class  at  one  and  the  same  time, 
unless  by  special  request  some  one  or  more 
remain  behind.  Those  who  have  not  passed 
the  examinations  go  out  without  diplomas.  In 
our  school  we  hold  to  a  two  years'  course,  half 
of  the  class  moving  out  of  the  class  each  year, 
and  new  members  being  promoted  into  the 
class.  This,  it  will  be  perceived,  keeps  a  con- 
tinuous class,  some  coming  into  the  class  each 
year  and  others  being  removed,  either  with  or 
without  diplomas.  With  us  this  plan  is  working 
admirably,  keeping  up  a  continuous  interest. 

The  Assembly  or  Post-Graduate  Department : 
The  Department  of  the  Young  People  is  divided 


The  Akron  Plan.  29 

into  a  Reserve  Corps  and  a  Young  People's 
Class.  The  Reserve  Corps  is  made  up  of  young 
people  who  have  passed  through  the  Normal  De- 
partment and  such  others  as  will  obligate  them- 
selves to  act  as  supply  teachers  in  cases  where 
regular  teachers  fail ;  from  this  class  permanent 
teachers  are  usually  chosen.  Other  young  peo- 
ple's classes  are  provided  for  those  who  do  not 
thus  obligate  themselves  but  are  willing  attend- 
ants. 

In  addition  a  Young  Married  People's  Class 
and  an  Old  Folks'  Class  belong  to  the  Assembly 
or  Post-Graduate  Department. 

Having  thus  arranged  to  place  in  some  de- 
partment and  class  every  member  of  the  school, 
and  having  every  name  placed  on  the  diagram  in 
the  place  or  class  where  each  scholar  belongs,  you 
can  study  the  school  members  and  their  varied 
wants  and  desires,  and  so  adjust  teachers,  rooms. 
and  locations  and  provide  for  a  thoroughly  har- 
monious school.  All  this  work  should  be  done 
at  least  a  week  before  promotion  day,  so  that 
changes  can  be  made  after  a  careful  looking 
over  of  the  scheme  of  classification.     Do  not 

consult  teachers  or  other  officers  than  those  who 
3 


30        Seven  Graded  Sunday  Schools. 

have  been  aiding  in  arranging  the  classification. 
You  must  give  teachers  and  scholars  \o  un- 
derstand that  all  has  been  done  that  is  possible 
in  the  judgment  of  the  officers  for  the  interest 
of  all  the  best  possible  results.  Secure  from  the 
school  a  willingness  to  submit  to  the  judgment 
of  those  whom  they  have  placed  at  the  head. 

All  preparations  being  completed  before  the 
day  of  promotion,  it  will  not  need  to  exceed 
thirty  minutes  after  the  school  is  opened  on  pro- 
motion day  to  place  every  scholar  in  the  class 
and  department  to  which  he  belongs  in  a  school 
of  six  to  eight  hundred  scholars.  The  superin- 
tendent, with  diagram  in  hand,  remains  at  his 
desk,  the  assistants  being  his  aides.  He  first 
calls  the  names  of  the  Old  Folks"  Class  and  asks 
them  to  go  into  whatever  room  is  assigned 
them  ;  next  the  Young  Married  Folks'  Class,  the 
Reserve  Corps,  and  Young  People's  Class,  each 
in  order  will  be  asked  to  retire  into  the  rooms  or 
apartments  assigned  them.  The  teachers  as- 
signed for  these  classes  will  at  once  be  asked  to 
take  charge  of  such  classes.  The  Normal  Class 
members  will  be  asked,  with  their  teacher,  to 
remove  into  the  room  assigned  them.     Then  the 


The  Akron  Plan.  31 

classes  between  the  ages  of  sixteen  and  seven- 
teen, with  their  teachers,  to  the  rooms  assigned 
them.  The  assistant  superintendents  will  see 
that  the  rooms  are  in  readiness  and  that  the 
scholars  recognize  the  rooms  that  they  are  to 
occupy.  In  the  same  way  classes  whose  ages 
are  between  fifteen  and  sixteen,  with  their  teach- 
ers, will  be  arranged  in  their  rooms  or  apart- 
ments. In  like  manner  the  classes  between 
fourteen  and  fifteen.  This  disposes  of  the  As- 
sembly or  Post-Graduate,  the  Normal  and  the 
Bible  or  Senior  Departments.  If  in  a  modern 
room,  with  a  full  suite  of  apartments,  these  de- 
partments can  be  asked  to  close  their  doors  and 
proceed  with  arranging  themselves  for  work. 

The  Youth's  Department  comes  next  in  order. 
Every  class,  section,  or  desk  being  numbered  to 
correspond  with  the  diagram  numbers,  and  the 
assistant  superintendents  being  fully  posted  as  to 
the  order  of  these  numbers,  the  teachers  should 
be  asked  to  remove  to  the  class  place  to  which 
they  were  assigned  by  the  superintendent. 
The  older  scholars  will  be  asked  first,  by  reading 
the  names  of  the  scholars  who  belong  to  each 
class  separately,  requesting  them  to  move  to  the 


32        Seven  Graded  Sunday  Schools. 

class  to  which  they  were  assigned.  Read  slowly 
enough  to  avoid  confusion,  waiting  after  the 
names  of  a  class  are  read  until  all  are  fairly  in 
their  places ;  soon  all  will  understand  and  the 
work  will  proceed  rapidly.  Having  thus  called 
every  teacher  and  every  scholar  and  placed 
them  in  their  proper  classes  in  their  order  in  the 
Youth's  Department  (the  whole  being  done  much 
quicker  than  it  can  be  told  how  to  do  it),  this  de- 
partment is  set  to  work ;  the  names  of  the 
scholars  are  carefully  ascertained  by  the  teacher 
of  each  class,  preparatory  to  making  up  the 
class  record,  then  the  lesson  can  be  taken  up. 
All  children  between  the  ages  of  eight  and 
eleven  are  placed  in  the  Intermediate  Depart- 
ment and  placed  under  the  care  of  the  teacher 
selected  for  this  division.  Then  all  children 
under  eight  years  go  into  the  Infant  Depart- 
ment. In  some  schools  these  last  two  depart- 
ments might  be  placed  in  one  room  and  a  suit- 
able number  of  teachers  provided,  so  that  grad- 
ing, similar  to  that  of  the  Youth's  Department, 
might  be  arranged. 


The  IVil/cL'sbarre  Plan. 


THE  WILKESBARRE    PLAN. 


BY  GEORGE  S.  BENNETT. 


THE  topic  assigned  me  is  a  large  one.  Being 
a  business  man  I  shall  not  attempt  anything 
theoretical,  but  shall  be  as  practical  as  possible. 
The  best  way  I  can  serve  you  will  be  to  give 
you  the  result  of  the  effort  made  by  our  own 
school  in  trying  to  solve  some  of  the  problems 
of  to-day,  in  the  organization,  management, 
and  grading  of  Sunday  schools.  We  have  been 
asked  to  do  this,  and  in  speaking,  therefore,  of 
our  own  school,  do  not  accuse  us  of  seeking  only 
to  parade  our  school  before  you.  We  shall  give 
you  only  the  plans  that  have  worked  well  with 
us,  and  tell  you  of  the  system  and  methods  em- 
ployed and  now  in  actual  operation  in  the  Sun- 
day school  of  the  First  Methodist  Episcopal 
Church  of  Wilkesbarre,  Pa. 

It  has  taken  some  time  and  much  labor  to 
get  our  machinery  in  working  order.     We  do 


34        Seven  Graded  Sunday  Schools. 

not  claim  to  be  pioneers  or  original.  We  have 
taken  many  of  our  ideas  and  plans  from  others ; 
we  have  no  patent  right  on  our  system.  What 
we  have  is  yours,  and  if  we  should  find  any- 
thing of  yours  in  this  line  suited  to  our  use  we 
should  not  hesitate  to  appropriate  and  incorpo- 
rate it  in  our  own. 

CHURCH  AND   SCHOOL, 

We  have  a  short  and  simple  constitution,  the 
form  of  which  can  be  found  in  the  Discipline  of 
the  Church. 

The  school  is  a  part  of  the  church,  and  is  un- 
der the  supervision  of  the  Sunday  School  Board, 
consisting  of  the  pastor,  the  Sunday  School 
Committee  appointed  by  the  Quarterly  Confer- 
ence, the  officers  and  teachers  of  the  school. 
The  superintendent  is  nominated  annually  by 
the  Sunday  School  Board,  and  confirmed  by  the 
Quarterly  Conference.  The  other  officers  of 
the  school,  male  and  female  assistant  superin- 
tendents, secretary,  treasurer,  librarian  (who  ap- 
points a  suitable  number  of  assistants),  chorister, 
organist,  teachers  of  the  Primary  and  Interme- 
diate Departments  (who  appoint  their  assistants), 


The  Wilkesbarre  Plan.  35 

and  the  teacher  of  the  Teachers'  Class,  are 
elected  annually  by  ballot  of  the  board.  The 
teachers  are  nominated  by  the  superintendent, 
with  the  concurrence  of  the  pastor,  and  are 
elected  annually  by  the  board.  The  school  is 
thus  brought  under  the  imnnediate  care  and 
control  of  the  church,  and  is  not  a  separate  or 
distinct  organization.  Being  thus  one  depart- 
ment of  the  church  the  official  board  of  the 
church  annually  appropriates  a  sum  of  money 
sufficient  to  meet  the  ordinary  running  ex- 
penses of  the  school.  Extra  expenses  are  met 
in  various  ways. 

EXECUTIVE  COMMITTEE. 

We  have  an  Executive  Committee  of  five, 
elected  from  among  the  officers  and  teachers, 
with  the  superintendent  as  chairman.  This 
committee  represents  the  school  in  the  interim 
between  the  stated  meetings  of  the  Sunday 
School  Board,  conducts  all  examinations,  has 
charge  of  all  promotions  from  one  class  or  de- 
partment to  another,  the  distribution  of  pupils  to 
classes,  and  the  assignment  of  teachers  to 
classes. 


36        Seven  Graded  Sunday  Schools. 


BUILDING. 

The  building  occupied  by  our  school  is  one  of 
the  finest  ever  erected  for  Sunday  school  pur- 
poses. When  dedicated,  in  1877,  Dr.  (now 
Bishop)  Vincent  declared  it  to  be  the  most  com- 
plete Sunday  school  chapel  in  the  United  States, 
and  this,  he  added,  meant  the  world,  for  the 
buildings  of  the  United  States  for  Sunday  school 
use  were  infinitely  superior  to  those  of  other 
countries.  It  is  constructed  in  thp  shape  of  a 
semicircle  and  is  two  stories  high.  The  first, 
or  ground  floor,  contains  a  prayer  room,  church 
parlors,  class  rooms,  and  the  library.  The  sec- 
ond, or  principal  floor,  is  arranged  especially 
for  Sunday  school  uses.  This  is  a  vaulted 
room  with  a  gallery  running  entirely  around  it. 
Beneath  the  gallery,  and  facing  the  superin- 
tendent, are  placed  the  Primary  and  Interme- 
diate Departments  ;  their  seats  are  on  raised  plat- 
forms. Large  folding  doors  with  glass  panels 
and  illuminated  Scripture  texts  shut  off  these 
rooms  from  the  Junior  Department.  The  gal- 
lery over  these  rooms  contains  five  large  Senior 
Class  rooms.     The  floors  are  a  series  of  wide 


The  Wtlkesbarre  Plan.  37 

platforms,  and  chairs  are  used  for  seats.  Lifting 
glazed  doors,  beautifully  ornamented  with  ap- 
propriate Scripture  texts,  shut  off  these  rooms 
from  the  auditorium.  The  main  floor  is  occu- 
pied by  the  pupils  of  the  Junior  Department, 
who  sit  on  chairs  grouped  around  their  class 
tables.  The  Normal  Class  sits  at  one  side  and 
the  Reserve  Corps  at  the  other  side,  behind  the 
Junior  Classes.  The  superintendent,  from  his 
platform,  commands  a  view  of  the  entire  school. 
He  can  see  everyone  and  everyone  can  see 
him  and  the  blackboard  behind  him.  The  rooms 
are  so  arranged  that  at  the  opening  and  closing 
exercises  the  schoolrooms  can  be  made  one 
audience  room.  The  visitors'  gallery  is  behind 
and  over  the  head  of  the  superintendent,  facing 
the  school.  The  woodwork  of  the  interior  is  of 
Southern  pine,  finished  in  oil.  The  entire  build- 
ing is  beautifully  painted  and  frescoed,  but  the 
decorator's  hand  is  shown  more  prominently  on 
the  walls  and  vaulted  ceiling  of  the  Sunday 
school  room,  where  the  passion  flower  and  grape- 
vine are  artistically  blended  with  the  Greek  and 
Latin  symbols  representing  Christ.  In  the  arch 
over    the   superintendent's   desk    is   a   large — 


38        Seven  Graded  Sunday  Schools. 

ialmost  life-size — oil  painting  on  canvas,  and  at- 
tached directly  to  the  wall.  It  is  a  copy  of  Hoff- 
mann's celebrated  picture,  "Christ  in  the 
Temple,"  and  is  pronounced  a  fine  work  of  art. 
The  floors  are  all  covered  with  carpets,  which 
are  of  colors  that  harmonize  with  the  wall  deco- 
rations, and  the  rooms  are  seated  with  chairs, 
making  this  Sunday  school  building  unusually 
attractive  and  elegant. 

GRADING. 

Our  school  numbers  700,  officers,  teachers, 
and  pupils,  with  a  large  percentage  of  men  and 
women  in  the  Senior  Classes.  We  have  most 
of  the  modern  appliances  for  Sunday  school 
work,  and  a  most  enterprising  and  faithful  corps 
of  officers  and  teachers.  Until  within  four  or 
five  years  our  school  had  been  divided  into  the 
usual  Primary,  Intermediate,  Junior,  and  Senior 
Departments,  and  the  teachers  had  for  many 
years  sustained  a  successful  weekly  teachers' 
meeting  for  the  study  of  the  lesson.  There  were, 
however,  manifest  weak  points  in  the  work  done. 
The  instruction  on  the  part  of  the  teachers,  in 
many  cases,  was  superficial,  and  there  was  lack 


The  Wilkesbarre  Plan.  39 

of  study  on  the  part  of  the  pupils.  The  Sunday 
school  had  been  considered  too  much  as  a  place 
where  an  hour  or  two  could  be  pleasantly  passed 
on  the  Sabbath,  where  the  members  could  be 
entertained  without  much  work  or  study  on 
their  part,  and  consequently  was  of  little  profit. 
Our  officers  and  teachers  for  some  time  con- 
sidered how  our  school  might  be  improved, 
made  more  efficient,  and  more  satisfactory  re- 
sults be  obtained.  A  committee  was  appointed 
to  consider  the  whole  subject.  The  public  school 
of  to-day  is  looked  upon  as  a  model  in  method 
and  thoroughness  of  work.  While  there  are 
many  points  of  difference  between  the  two,  yet 
progressive  Sunday  school  workers  have  sought 
to  overcome  the  apparent  difficulties,  and  incor- 
porate, as  far  as  possible,  the  best  features  of 
the  secular  school. 

Some  of  the  members  of  our  committee  had 
been  either  directors,  officers,  or  teachers  of  pub- 
lic schools,  and  thus  gave  to  the  subject  the  bene- 
fit of  their  knowledge  and  experience.  The  com- 
mittee spent  considerable  time  in  studying  the 
plans  adopted  in  successful  schools — some  of 
the  more  noted  were  visited  ;  prominent  Sunday 


40        Seven  Graded  Simday  Schools. 

school  leaders  were  consulted,  and  in  every  way- 
light  and  information  were  sought.  They  in  due 
time  made  their  report,  which,  after  being  thor- 
oughly considered  and  discussed,  was  unani- 
mously adopted,  and  the  committee  were  in- 
structed to  carry  out  the  recommendations  of 
their  report.  The  committee  had  a  delicate  task 
to  perform,  to  take  a  school  of  700  members  and 
arrange  them  in  the  different  grades  sought  to  be 
established.  The  whole  plan  was  carefully  ex- 
plained to  the  school,  and  printed  circulars,  con- 
taining full  information,  were  placed  in  the  hands 
of  the  Senior  Department,  where  the  greatest 
changes  were  to  be  made.  The  teachers 
for  the  new  classes  to  be  formed  were  first 
chosen,  then  the  committee  met  with  the  other 
teachers  of  the  classes  in  the  Senior  Grade, 
and  by  mutual  agreement  their  scholars  were 
permitted  to  leave  any  of  the  existing  classes 
and  join  any  of  the  new  classes  to  be  formed  as 
they  saw  fit,  without  the  least  hesitation  or  em- 
barrassment either  on  the  part  of  pupil  or 
teacher.  The  members  of  the  Reserve  Corps 
were  secured  by  special  invitation  from  the 
superintendent.     The  classes  of  the  Junior  De- 


The  Wilkesbarre  Plan.  41 

partment  were,  with  the  general  consent  of  their 
teachers,  divided  by  the  committee  into  the  first, 
second,  third,  fourth,  and  fifth  years.  The  com- 
mittee used  their  best  judgment  and  made  the 
assignments  without  examination,  general  at- 
tainments and  age  being  the  standards.  Trans- 
fers were  also  made  from  the  Primary  to  the 
Intermediate,  and  from  the  Intermediate  to  the 
Junior  Department  of  such  as  should  be  pro- 
moted. Most  of  these  changes  were  made  on  a 
review  Sunday,  though  some  time  was  previ- 
ously taken  in  the  necessary  detail  work,  and  the 
transformation  was  accomplished  with  the  best 
of  feeling,  both  on  the  part  of  teachers  and 
scholars. 

We  have  six  grades,  Primary,  Intermediate, 
Junior,  and  Senior  Departments,  Normal  Class, 
and  Reserve  Corps. 

LESSONS. 

The  International  Lessons  are  used  throughout 
the  entire  school.  The  standard  of  promotion 
from  one  department  to  another  is  the  age  of 
the  pupil,  knowledge  of  the  ordinary  lessons,  and 
especially  of  the  supplemental  lessons  studied  in 


42        Seven  Graded  Sunday  Schools. 

each  class  of  the  school,  with  two  or  three  excep- 
tions. These  supplemental  lessons  occupy  the 
first  five  minutes  of  each  lesson  period,  and  con- 
tain valuable  information  in  regard  to  the  Bible 
and  the  Church. 

THE    PRIMARY    DEPARTMENT. 

In  this  room  the  instruction  is  oral,  and  the 
lesson  is  taught  to  the  entire  class  by  the  princi- 
pal. She  is  assisted  by  several  ladies  in  main- 
taining order,  leading  the  music,  marking  the 
roll,  taking  the  collection,  noting  birthdays,  and 
caring  for  the  wants  of  the  children.  The  black- 
board and  visible  illustrations  are  freely  used. 
The  children  remain  here  until  they  are  eight 
years  of  age.  They  are  taught  besides  the  regular 
lessons  the  Lord's  Prayer,  the  Beatitudes,  a  num- 
ber of  verses  of  Scripture,  and  several  Psalms. 
On  passing  an  examination  on  these  supplemen- 
tal lessons  they  are  promoted  to  the  Intermedi- 
ate Department. 

THE  INTERMEDIATE  DEPARTMENT. 

In  this  room  also  the  instruction  is  mainly 
oral.     The  children  are  taught  the  lesson  by  the 


The  Wilkesbarre  Plan.  43 

principal,  who  uses  blackboards  and  charts  when 
needed.  She  likewise  has  her  assistants,  who 
perform  for  her  the  same  service  as  is  rendered 
by  the  assistants  in  the  Primary  Department. 
The  Catechism  of  the  Church,  the  Ten  Com- 
mandments and  the  Apostles'  Creed  are  taught 
as  supplemental  lessons.  Here  the  children  re- 
main three  years,  or  until  they  are  eleven  years 
of  age.  On  passing  an  examination  on  the  sup- 
plemental lessons  they  are  promoted  to  the 
Junior  Department. 

THE   JUNIOR    DEPARTMENT. 

In  this  department  the  boys  and  girls  are  as- 
signed to  separate  classes.  As  far  as  possible 
the  girls  are  taught  by  male  and  the  boys  by 
female  teachers.  Each  class  contains  six  or 
eight  pupils,  who  sit  around  a  little  table,  the 
drawer  of  which  holds  their  order  of  exercises 
and  singing  books.  The  pupils  remain  in 
this  department  five  years,  or  until  they  are  six- 
teen years  of  age.  These  classes  are  divided 
into  five  sections,  representing  the  five  years  of 
study  in  this  grade.  The  pupils  of  the  first  sec- 
tion, or  year,  occupy  seats  to  the  right,  imme- 


44        Seven  Graded  Sunday  Schools. 

diately  in  front  of  the  superintendent ;  the 
pupils  of  the  second  year  at  the  left,  immedi- 
ately in  front  of  the  superintendent ;  the  pupils 
of  the  third  year  behind  the  first,  and  the  pupils 
of  the  fourth  year  behind  the  second.  The 
pupils  of  the  fifth  year  sit  at  one  side,  at  the  left, 
and  are  divided  into  two  large  classes  for  con- 
venience sake,  and  use  for  recitation  two  of  the 
church  rooms  on  the  first  floor  of  the  building. 
The  teachers  go  with  their  classes  as  they  are 
promoted  from  year  to  year  in  this  grade,  and 
when  their  classes  are  promoted  to  the  Senior 
Department  they  turn  back  and  take  new  classes 
from  the  Intermediate  Department. 

The  pupils  of  the  first  year,  the  most  recent 
from  the  Intermediate  Department,  remain  in 
this  section  one  year,  and  then,  if  able  to  pass  a 
satisfactory  examination  in  the  names  of  the 
books  of  the  Bible  and  the  five  doctrines  of 
grace,  they  may  be  promoted  with  their  teach- 
ers to  the  second  year.  The  supplemental  les- 
sons in  this  grade  are  printed  on  cards  and  fur- 
nished to  each  scholar.  The  pupils  of  the  second 
year  remain  in  this  section  one  year,  and  then, 
\f  able  to  pass  a  satisfactory  examination  in  Bible 


The  Wilkcsbarre  Plan.  45 

biography  from  Adam  to  the  Judges,  the  Apos- 
tles' Creed  and  the  Beatitudes,  they  may  be  pro- 
moted to  the  third  year. 

The  pupils  of  the  third  year  remain  in  this 
section  one  year,  and  then,  if  able  to  pass  a  sat- 
isfactory examination  in  Bible  biography  of  the 
Judges  and  Kings,  the  Ten  Commandments. 
the  Great  and  New  Commandments,  they  may 
be  promoted  to  the  fourth  year. 

The  pupils  of  the  fourth  year  remain  in  this 
section  one  year,  and  then,  if  able  to  pass  a  sat- 
isfactory examination  in  the  biography  of  the 
New  Testament,  the  women  of  note  in  the  Old 
and  New  Testaments  and  the  eight  points  of 
Church  economy,  they  may  be  promoted  to  the 
fifth  year. 

The  pupils  of  the  fifth  year  remain  in  this  sec- 
tion one  year,  and  then,  if  able  to  pass  a  satis- 
factory examination  in  Bible  geography  and  his- 
tory, they  may  be  promoted  to  the  Senior  Depart- 
ment, 

THE    RECEPTION    CLASS. 

Connected  with  the  Junior  Department  is  a 
Reception  Class  for  pupils  between  the  ages  of 
eleven  and  sixteen.     All  new  scholars  who  join 


46        Seven  Graded  Sunday  Schools. 

the  school  and  are  entitled  to  enter  the  Junior 
Department  become  members  of  this  class. 
The  teacher  makes  it  her  special  duty  to  learn 
the  scholar's  age,  attainments,  home  influence 
and  surroundings,  and  tests  his  punctuality  and 
regularity  of  attendance.  After  the  scholar  has 
passed  a  satisfactory  probation  he  is  assigned 
to  a  class  in  the  graded  system  of  the  school. 

THE    SENIOR    DEPARTMENT. 

In  the  Senior  Department  the  classes  occupy 
three  of  the  five  large  rooms  in  the  gallery.  The 
members  of  these  classes  remain  in  this  grade 
three  years.  They  study  as  supplemental  les- 
sons "The  Chautauqua  Text  Book  Number  19 
— 'The  Book  of  Books,'  "  divided  into  a  course 
of  study  for  three  years.  Those  who  pass  satis- 
factory examinations,  and  who  desire  it,  are 
promoted  to  the  Normal  Class. 

There  is  connected  with  the  Senior  Depart- 
ment a  Lecture  Class,  where  the  lesson  is  taught 
entirely  by  the  lecture  method.  No  questions 
are  asked  the  members.  Visitors  and  strangers 
are  made  welcome  to  seats  in  this  class.  There 
is  also  a  General  Bible  Class,  where  the  lesson  is 


The  Wilkesbarre  Plan.  47 

largely  taught  by  questions  and  answers.  These 
two  classes — the  Lecture  and  General  Bible  Class 
— occupy  large  rooms  in  the  gallery,  and  are  for 
those  graduates  of  the  Senior  Department  who 
do  not  wish  to  fit  themselves  for  teachers  in  the 
Normal  Class,  and  for  all  others  of  mature  years 
who  wish  to  study  the  International  Sunday 
School  Lessons  without  entering  the  graded 
system  of  the  school. 

THE    NORMAL    CLASS. 

The  Normal  Class  occupies  seats  on  the  main 
floor,  at  the  left  of  the  superintendent,  during 
the  opening  and  closing  exercises,  and  uses  for 
recitation  one  of  the  church  rooms  on  the  first 
floor  of  the  building,  furnished  with  blackboard 
and  maps.  In  the  Normal  Class  the  regular 
International  Lessons  are  studied  very  briefly. 
For  two  years  the  class  is  taught  the  lessons  of 
the  Chautauqua  Normal  Union,  and  passes 
yearly  written  examinations  on  the  studies  pur- 
sued. At  the  end  of  two  years  the  members 
who  have  passed  satisfactorily  the  examina- 
tions on  the  printed  papers  furnished  by  the 
Normal   Union    are    graduated,    receive    their 


48       Seven  Graded  Sunday  Schools. 

diplomas,  and  are  promoted  to  the  Reserve 
Corps,  to  be  drafted  on  occasion  into  the  teach- 
ing force. 

thp:  reserve  corps. 

The  Reserve  Corps  consists  of  the  gradu- 
ates of  the  Normal  Class  and  others  who  are 
specially  fitted  for  teaching.  They  occupy  seats 
on  the  main  floor,  at  the  right  of  the  superintend- 
ent, during  the  opening  and  closing  exercises, 
and  use  for  recitation  one  of  the  church  rooms 
on  the  first  floor  of  the  building.  The  members 
of  this  class  enter  it  with  the  distinct  understand- 
ing that  they  will  hold  themselves  in  readiness 
to  teach  when  called  upon,  and  they  act,  in 
turn,  as  substitute  teachers  for  the  regular  teach- 
ers who  may  be  absent.  They  study  the  lessons 
one  week  in  advance  of  the  school,  so  when 
asked  to  teach  a  class  they  are  prepared  by  the 
study  of  the  previous  Sabbath.  From  this  class 
the  permanent  teachers  of  the  school  are  gener- 
ally taken.  This  fact  is  a  great  incentive  to 
diligence  and  punctuality  on  the  part  of  the  regu- 
lar teachers,  as  they  know  that  a  number  of 
qualified  persons  stand  ready  to  take  their  places 
if  they  are  irregular  or  not  acceptable. 


Thf   Wilkesbarre  Piatt.  49 


PROMOTIONS. 

Examinations  in  each  department  are  held 
during  the  month  of  March,  by  the  Executive 
Committee,  and  the  promotions  are  all  made  on 
one  Sunday  in  April.  This  promotion  or  com- 
mencement day  becomes  one  of  great  interest 
and  importance.  The  members  of  the  Nor- 
mal Class  who  have  passed  their  examinations 
are  presented  before  the  entire  school  by  their 
teacher  for  graduation.  They  receive  their 
diplomas  from  the  hands  of  the  pastor,  who 
presents  them  with  words  of  praise  and  encour- 
agement. They  then  take  their  seats  with  the 
Reserve  Corps.  Promotions  from  the  Senior 
Department  then  fill  up  again  the  Normal  Class. 
Promotions  from  the  Junior  Classes  fill  up  the 
empty  room  in  the  Senior  Department.  The 
Junior  Classes  are  all  advanced  one  year,  and 
the  Intermediate  Department  gives  a  new  first 
year  to  the  Junior  Grade.  The  depletion  of  the 
Intermediate  Department  is  then  supplied  from 
the  Primary  Department.  The  primary  room 
fills  up,  not  by  promotions,  but  by  constant 
accessions  made  from  Sunday  to  Sunday. 


50        Seven  Graded  Sunday  Schools. 

CONCLUSION. 

We  have  tried  to  give  you,  as  best  we  could, 
some  idea  of  our  school.  We  are  by  no  means 
satisfied  with  it ;  there  are  too  many  weak  places 
yet  to  be  found.  We  do  not  allow,  however,  our 
pupils  to  go  on  from  year  to  year  without  learn- 
ing something,  and  we  afford  them  the  oppor- 
tunity of  gaining  much  valuable  knowledge. 
We  shall  continue  to  labor  on  in  this  line  and 
try  to  make  it  what  its  name  signifies  that  it 
is,  a  school— a  school  on  the  Sabbath  for  the 
study  of  God's  word.  We  have  gone  into  detail 
in  regard  to  our  work  that  we  might  help  some 
out  of  difficulties  under  which  they  may  labor. 
If  we  have  dropped  a  word,  or  made  any  sug^ 
gestions  that  shall  be  helpful  to  Sunday  school 
workers  in  organizing  and  conducting  their 
schools,  we  shall  be  amply  paid  for  the  prepa- 
ration of  this  paper. 


The  Detroit  Plan.  51 


THE  DETROIT  PLAN. 


BY   HORACE   HITCHCOCK. 


FOR  many  years,  while  serving  as  superin- 
tendent of  Sunday  schools,  I  saw  hundreds 
of  children  grow  up  to  young  manhood  and 
womanhood,  and  in  a  majority  of  cases  go  out 
from  the  school  because  they  had  reached  such 
maturity.  Every  conceivable  effort  was  made 
to  retain  them  by  securing  the  best  teachers  and 
offering  such  attractive  social  influences  as 
could  be  introduced  into  a  class.  Occasionally 
some  magnetic  teacher  with  marked  and  strong 
personality  would  succeed  for  a  time  in  holding 
a  considerable  number  of  young  people  in  the 
school,  but  such  teachers  were  hard  to  find.  The 
The  scholars  never  seemed  willing  subjects,  but 
bound  in  some  way  to  a  service  that  was  neither 
palatable  nor  in  all  cases  profitable.  Why  is 
this  so  ?  was  the  question  asked  by  troubled 
teacher  and  superintendent,  and  too  often  it  was 


52        Seven  Graded  Sunday  Schools. 

attributed  to  the  perverseness  of  the  young  people, 
and  they  were  given  over  to  the  world  with  the 
hope  that  early  instruction  might  have  left  some 
seed  in  their  hearts  that  would  in  future  years 
bear  fruit  for  their  good  and  the  glory  of  God, 

In  the  midst  of  these  discouraging  conditions, 
which  seemed  to  be  almost  universal  in  the  Sun- 
day school  (so  much  so  that  in  every  institute 
program  was  found  this  topic:  "  How  can  the 
young  people  be  retained  in  the  Sunday  school," 
and  when  the  paper  was  read  and  the  discussion 
ended,  the  mystery  was  not  solved),  the  writer 
began  to  search  for  the  cause  that  produced  these 
conditions, and  asked  the  question  of  himself, Why 
did  you  leave  the  Sunday  school  at  the  age  of  six- 
teen, just  as  these  people  do  you  are  so  troubled 
about  ?  Going  back  to  those  days  and  digging 
out  of  memory  their  thoughts,  1  found  that 
there  existed  in  my  mind  the  thought  which 
was  confirmed  by  the  conduct  of  all  schools, 
that  the  Sunday  school  was  for  children,  and 
not  for  young  people,  and  that  as  I  was  no  longer 
a  child  I  was  out  of  place.  It  was  not  that  I 
did  not  like  to  be  in  the  school,  but  that  1  had 
changed    conditions  and    the  school    had   not ; 


The  Detroit  Plan,  53 

therefore  was  not  adapted  to  me  or  my  wants. 
This  was  a  revelation  which  led  to  the  thought 
that  the  fault  was  not  in  the  splendid  young  men 
and  women  who  left  us,  but  that  of  the  organ- 
ization and  adaptation  of  the  school  to  their 
needs.  The  conclusion  was  that  if  we  would 
retain  our  young  people  in  the  school  and 
church,  we  must  adopt  methods  and  instruction 
which  would  be  in  accord  with  their  age  and 
thought.  The  public  schools  at  once  gave  a 
pattern  to  be  followed.  The  graded  system 
made  some  part  of  the  school  fit  every  scholar 
who  came  to  it,  and  gave  to  each  one  in  lower 
grade  a  laudable  and  helpful  ambition  to  reach 
the  higher.  This  idea,  I  conceived,  might,  in  a 
modified  form,  be  introduced  into  the  Sunday 
school,  and  as  soon  as  the  plan  was  matured  I 
proceeded  to  introduce  it  into  the  Central  Meth- 
odist Episcopal  Sunday  School  of  Detroit.  I 
will  as  briefly  as  possible  outline  it,  trusting  it 
may  be  helpful  to  others. 

GRADES. 

The   school   was   divided    into    four    grades, 
namely,  the  Primary,  Intermediate,  Junior,  and 


54        Seve7i  Graded  Sunday  Schools. 

Senior,  with  two  other  departments,  the  Nor- 
mal and  the  Home,  each  one  of  which  was 
under  the  direction  of  a  special  superintendent, 
all  of  whom  were  under  the  direction  of  the  gen- 
eral superintendent,  the  object  of  this  being 
to  make  some  person  who  was  adapted  to  the 
place  responsible  for  the  department ;  and  it  has 
proved  to  be  an  excellent  feature  of  the  graded 
system,  as  every  assistant  superintendent,  with- 
out any  friction  with  others,  has  been  ambitious 
to  make  his  or  her  department  as  successful  as 
possible. 

THE    PRIMARY    DEPARTMENT. 

This  grade  should  consist  of  all  children 
under  eight  years  of  age.  under  the  instruction 
of  a  single  teacher,  with  such  assistants  as  are 
needed.  Kindergarten  methods  of  instruction 
may  be  introduced  to  give  variety,  and  by  the 
object  lessons  used  to  teach  through  the  eye 
and  by  the  movements  of  the  body  lessons 
from  the  Word  never  to  be  forgotten.  Before 
promotion  to  a  higher  grade  scholars  should  be 
able  to  repeat  from  memory  the  Apostles' 
Creed,  the  Ten  Commandments,  and  the 
Twenty-third  Psalm.      The   ingenious   teacher 


The  Detroit  Plan.  55 

in  this  grade  will  invent  a  hundred  methods 
for  instruction,  but  before  all  she  must  com- 
prehend that  she  is  in  the  most  responsible  posi- 
tion in  the  school.  She  is  laying  the  founda- 
tion for  the  instruction  of  the  other  grades,  and 
as  she  builds  so  will  the  superstructure  be  strong 
or  weak. 

THE    INTERMEDIATE    DEPARTMENT. 

This  grade  should  be  made  up  of  scholars 
promoted  from  the  Primary  Grade,  and  all  be- 
tween the  ages  of  eight  and  twelve  years,  and 
should  be  divided  into  classes  of  about  seven 
scholars  each.  They  should  study  the  same 
lesson  as  the  Junior  and  Senior  Grades,  and  in 
addition  to  that  the  Catechism  of  the  Church  to 
which  the  school  belongs.  This  may  be  taught 
by  the  teacher  of  the  class  or  by  the  superin- 
tendent of  the  department.  Promotion  to  the 
Junior  Grade  should  be  made  when  scholars  are 
about  twelve  years  of  age,  or  upon  a  test  of  fifty 
questions  in  the  Catechism,  to  be  answered  in 
writing,  the  scholars  to  pass  if  forty  are  answered 
correctly.  This  is  the  test  we  employ  in  this 
grade. 


56        Seven  Graded  Sunday  Schooh. 

It  is  important  that  much  should  be  done  for 
these  scholars.  Special  printed  programs  and 
reviews  should  be  prepared  for  them,  and  they 
should  receive  much  attention  from  the  officers 
of  the  school.  This  department  should  also  be 
a  training  school  for  teachers,  who  should  be 
selected  from  the  Seniors  for  their  fitness  for 
such  work  and  after  a  pledge  has  been  made 
that  they  will  attend  the  weekly  teachers'  meet- 
ing for  study  and  help  in  methods.  These 
teachers  should  be  promoted  with  their  classes 
when  they  show  they  can  do  more  advanced 
work.  Great  care  should  be  taken  in  the  selec- 
tion of  a  superintendent.  One  who  is  apt  to 
teach  will  find  abundant  opportunity  to  assist 
both  teachers  and  scholars, 

THE   JUNIOR    DEPARTMENT. 

All  scholars  between  the  ages  of  twelve  and 
sixteen  should  be  placed  in  this  grade.  In 
most  schools  this  will  be  the  largest  department. 
The  wisest  and  best  teachers  should  be  selected 
for  it,  as  the  scholars  are  of  that  age  in  which 
we  find  them  restless  and  difficult  to  interest. 
As  a  rule  it  will  be  in  the  same  room  with  the 


The  Detroit  Plan.  57 

Seniors,  and  should  be  recognized  as  a  grade  as 
frequently  as  Seniors.  It  may  be  done  in  many 
ways,  but  should  be  especially  in  the  opening 
and  closing  exercises  of  the  school.  They  may 
be  called  upon  to  read  responsively  with  the 
Seniors,  or  to  sing  the  solo  part  of  a  hymn  while 
all  join  in  the  chorus.  Special  work  may  be 
given  them  in  connection  with  the  school,  but 
not  jointly  with  any  other  department.  If  you 
can  keep  the  Junior  Grade  busy  you  can  both 
educate  and  benefit  them.  They  have  great 
pride  in  being  recognized  as  a  separate  organ- 
ization. The  members  of  this  grade  should  be 
promoted  at  the  age  of  sixteen  to  the  Senior 
Grade.  It  may  be  on  some  examination,  but  I 
believe  it  not  best,  for  this  is  the  point  where 
the  boy  and  girl  have  gone  away  from  school 
because  they  thought  they  were  no  longer  chil- 
dren and  a  child's  school  was  not  the  place 
for  them.  Recognize  the  fact  that  they  are 
young  people  as  soon  as  they  do.  and  promote 
them  because  they  are,  into  an  element  that  is 
congenial.  At  once  they  are  bound  to  the 
school  by  personal  pride  and  by  social  influences 
that  they  are  not  quick  to  abandon.     Use  these 


58        Seven  Graded  Sunday  Schools. 

elements  wisely,  and  the  school  has  won  a  vic- 
tory. The  superintendent  of  this  department 
should  be  a  person  whom  all  the  boys  and  girls 
like  because  he  is  one  of  them,  and  while  he  is 
'•  one  of  them  "  he  should  not  forget  above  all 
things  that  he  is  their  superintendent,  with  a  re- 
sponsibility resting  upon  him  to  secure  their  sal- 
vation. 

THE    SENIOR    DEPARTMENT. 

This  most  important  grade  will  have  in  it  all 
persons  over  sixteen  years  of  s^e,  and  all  classes 
should  be  on  an  equal  footing ;  that  is,  that  all 
should  be  called  Senior  Classes,  whether  the 
members  are  sixteen  or  sixty.  There  should 
be  no  "  Bible  classes." 

In  the  formation  of  Senior  Classes  great 
care  should  be  taken  so  to  adjust  them  that 
thcro  shall  be  no  friction.  The  social  idea  must 
be  considered,  although  the  scholar  should  not 
know  that  it  is  being  thought  of.  Scholars  who 
would  havG  no  sympathy  with  each  other,  and 
who  would  never  harmor'ze,  should  never  be 
placed  in  the  same  class  ;  if  they  are,  one  or  the 
other  will  leave  the  class  or  school.  In  the 
selection  of  teachers  for  tho  Senior  Classes  great 


The  Detroit  Plan.  59 

care  should  be  taken.  These  scholars  must  be 
taught,  not  entertained ;  so  men  and  women 
must,  if  possible,  be  found  who  are  well  in- 
formed, apt  to  teach,  consecrated  to  their  work, 
and  who  will  give  to  their  lesson  and  class  such 
attention  as  is  required  to  insure  successful 
work.  It  is  far  better  in  this  grade  to  have  a 
few  good  teachers  with  large  classes  than  many 
teachers,  some  of  whom  are  incompetent  to 
instruct,  and  smaller  classes.  Special  instruc- 
tion should  be  given  in  the  way  of  courses  of 
consecutive  lessons,  lectures,  and  anything  that 
will  supply  the  intellectual  wants  of  these  young 
people.  Never  allow  the  methods  of  instruc- 
tion to  get  into  ruts.  Teachers  should  be  helped 
by  pastor  and  superintendent,  and  nothing 
should  be  left  undone  which  would  interest  and 
attract  the  young  people.  The  social  element 
should  be  employed  under  careful  supervision, 
but  always  with  the  Senior  Grade  alone.  Never 
allow  the  children  of  lower  grades  to  have  a 
part  in  a  social  gathering  with  the  Seniors  un- 
less by  special  invitation  of  the  young  people. 
This  is  the  point  where  they  are  sensitive,  and 
it  must  be  well  guarded. 


60        Seven  Graded  Sunday  Schools. 

Employ  the  young  people  in  every  possible 
way.  Let  the  ruling  members  of  the  church 
recognize  them  and  give  thom  all  the  church 
work  possible,  and  they  will  do  it,  not  only  well, 
but  with  a  spirit  that  will  be  inspiring  to  the 
church. 

Many  years  of  experience  convince  me  that 
from  this  department  must  come  the  best  mate- 
rial for  teachers  for  the  school,  and  will  help  to 
settle  the  vexed  question  as  to  where  we  can 
get  teachers.  Take  them  from  the  Senior 
Grade  and  give  them  such  Normal  training  as 
will  fit  them  for  teachers  and  officers.  The 
knowledge  that  the  superintendent  is  looking 
among  the  Seniors  for  competent  persons  to 
fill  all  places  of  responsibility  is  a  great  inspira- 
tion to  them,  and  exalts  their  idea  of  the  char- 
acter and  usefulness  of  the  Sunday  school. 

The  members  of  this  grade  are  at  an  age 
when  they  are  ready  to  enter  upon  some  busi- 
ness, and  the  question  as  to  what  it  shall  be  and 
where  they  shall  get  a  situation  is  a  very  seri- 
ous one  to  them.  There  is  no  way  in  which 
officers  and  teachers  can  bind  the  young  people 
more  closely  to  themselves  and  the  school  th^n 


The  Detroit  Plan.  61 

by  taking  a  personal  interest  in  their  business, 
and  helping  them  to  secure  such  employment 
as  they  need,  and  securing  situations  where 
they  will  be  under  good  influences. 

SUGGESTIONS. 

In  the  Primary  Grade  a  great  effort  should  be 
made  by  the  teachers  to  secure  a  personal 
acquaintance  with  the  mothers  of  the  children. 
If  possible  call  at  their  homes  and  thereby  learn 
something  of  their  home  life,  always  making  a 
memorandum  of  such  things  as  impress  the 
teacher  as  having  an  influence  upon  the  charac- 
ter of  the  scholar. 

A  Saturday  afternoon  reception  for  the  moth- 
ers, who,  if  possible,  are  to  bring  their  children, 
is  an  excellent  method.  It  should  be  very  in- 
formal. 

Avoid  in  this  grade,  as  in  all  others,  the  idea 
of  paying  scholars  by  prizes,  or  in  any  other 
way,  for  efforts  made  to  learn  or  do  what  is 
right,  but  always  keep  before  them  the  idea  that 
they  are  to  do  well  because  it  is  right.  This 
gives  the  little  ones  a  self-respect  which  is  power- 
ful in  its  influence. 


62        Seven  Graded  Sunday  Schools. 

In  making  promotions  from  one  grade  to 
another  it  is  not  best  to  have  ironclad  rules.  If 
a  class  is  to  be  promoted  it  is  not  best  to  leave 
one  or  more  out  because  thoy  have  not  quite 
reached  the  age  required.  Neither  is  it  wise  to 
insist  upon  a  scholar  being  promoted  because  he 
has  reached  the  proper  age,  unless  he  is  willing 
to  leave  the  class  he  is  in. 

Promotion  may  be  made  once  or  twice  a 
year.  I  think  once  is  best,  and  then  it  should 
be  at  a  special  service  in  which  all  the  school 
should  take  part. 

If  a  teacher  is  a  misfit  in  a  class  the  time  for 
promotions  is  the  time  to  put  that  teacher  where 
he  can  work  without  friction,  without  giving  any 
publicity  to  the  change.  It  is  also  an  excellent 
time  to  place  a  scholar  not  easily  controlled 
with  a  teacher  who  is  especially  fitted  to  handle 
him.  The  scholar  should  never  know  why  the 
change  was  made. 

Every  Sunday  school  should  have  a  Normal 
Class.  Courses  of  study  have  been  prepared 
which  can  be  handled  by  any  good  teacher  or 
pastor  who  will  make  an  effort.  This  course 
will  give  not  only  teachers  but  scholars  an  ex- 


The  Detroit  Plan.  63 

alted  idea  of  the  Bible  as  a  book,  and  prepare 
them  to  expound  the  lessons  as  they  could  not 
•without  such  a  course  of  study.  If  there  is  not 
a  class  individuals  may  take  the  course  alone 
and  pass  examinations,  which  will  entitle  them 
to  the  diploma  of  some  of  the  Sunday  school 
assemblies. 

Many  superintendents  say  they  cannot  grade 
their  schools  because  they  have  not  separate 
rooms  for  the  departments.  It  is  desirable  to 
have  separate  rooms,  but  if  you  do  not  have 
them  you  should  grade  the  school,  putting  each 
grade  by  itself  in  some  part  of  the  room,  if  you 
have  but  the  one.  An  aisle  or  a  curtain  may  be 
the  dividing  line.  Most  excellent  results  have 
been  realized  where  the  whole  school  was  in 
one  room. 

The  Home  Department  is  for  the  benefit  of 
persons  who  cannot  attend  Sunday  school.  The 
conditions  upon  which  membership  is  secured 
are  that  they  shall  study  the  lesson  for  the  day 
one  half  hour  on  the  Sabbath ;  all  members  to 
report  quarterly  whether  they  have  kept  the 
pledge.  Those  who  join  this  department  are 
members  of  the   school  and  entitled  to  all  its 


64        Seven  Graded  Simday  Schools. 

privileges,  such  as  lesson  helps,  the  use  of 
library,  and  all  other  things  that  other  members 
enjoy.  This  department  should  include  persons 
who  are  distant  from  the  school,  the  aged,  the 
sick,  and  may  include  persons  who  reside  hun- 
dreds of  miles  away,  especially  those  who  have 
been  members  of  the  school  in  other  days.  This 
department  should  have  a  superintendent  who 
will  give  it  attention  and  look  after  all  who  be- 
come members. 


The  Eric  Plan.  65 


THE   ERIE   PLAN. 


BY  H.  A.  STRONG. 


THE  query  often  arises  whether  the  modern 
Sunday  school  is  now  at  its  maximum  of 
efficiency  in  the  line  of  its  development.  Won- 
derful is  the  progress  already  attained.  The 
introduction  of  the  International  Lesson  System 
marks  an  epoch.  Before  that  separate  schools 
and  even  teachers  were  a  law  unto  themselves. 
Now  schools  are  in  touch  one  with  another ; 
sectarian  barriers  have  been  broken  down ; 
the  unity  of  the  cause  is  recognized.  The 
Church  is  one ;  so  are  her  schools.  The  cul- 
ture and  the  spirituality  of  the  Church  catholic 
everywhere  are  now  the  teacher  of  the  teachers. 
Helps  to  Bible  study  are  so  muhiplied  and  im- 
proved that  it  is  difficult  to  see  how  an  advance 
step  could  be  taken  here.  The  testimony  is 
well-nigh  uncontradicted  that  the  Bible  is  studied 
as  never  before  in  the  light  of  modern  research 


60        Seven  Graded  Sunday  Schools, 

and  science.  Teachers,  as  a  body,  are  measur- 
ing up  to  these  privileges  and  responsibilities. 

The  advance  movement  in  Sunday  school 
work  may  not  be  in  its  literature,  nor  in  the  effi- 
ciency or  the  enthusiasm  of  its  corps  of  teachers. 
Elsewhere  must  we  look  for  the  necessity  for 
improvement. 

The  Sunday  school  is  a  school.  The  expres- 
sion sounds  trite  and  tautological ;  but  it  needs 
emphasis.  Bishop  Vincent  in  his  latest  book, 
"The  Modern  Sunday  School,"  discusses  the 
proposition  that  the  "Sunday  school  is  and 
must  be  a  school."  Out  of  the  fullness  of  his 
knowledge  and  experience  proof  is  there  given 
that  the  organization,  system  of  teaching,  and 
methods  of  the  public  schools  must  be  appro- 
priated by  the  Sunday  school  of  the  day.  The 
modern  Sunday  school  must  stand  or  fall  as  it 
is  contrasted  with  the  modern  public  school.  By 
such  a  comparison  alone  can  excellencies  or  de- 
ficiencies be  revealed. 

Wonderful  has  been  the  development  of  the 
public  school  system  in  the  present  generation. 
Great  teachers  have  appeared  in  all  ages  and 
schools  have  gathered   about  them.     But  this 


The  Erie  Plan.  67 

age  is  remarkable  in  this,  that  it  has  adopted  a 
system  of  instruction  for  youth  and  has  trained 
teachers  for  that  system.  The  combination  of 
these  two  elements  makes  the  modern  common 
school  system.  Let  the  adults  of  to-day  state 
the  case  of  their  day.  Such  a  comparison  would 
show  the  value  of  the  present.  The  great  boon 
from  the  State  to  the  youth  of  to-day  is  an  edu- 
cational system  based  on  scientific  principles. 

In  that  system  two  essentials  must  be  empha- 
sized :  first,  departments ;  and,  second,  the 
place  of  the  pupil.  These  departments  form  a 
series  that  are  mutually  related  and  dependent. 
They  each  mark  a  step  in  the  development  of 
the  mind  of  the  pupil.  Again,  the  pupil  has  his 
proper  place  in  that  system,  assigned  not  by 
caprice  but  by  a  principle.  That  principle  is  the 
attainment  of  the  pupil  in  the  studies  of  the  sys- 
tem. A  competent  instructor  could  find  by 
examination  the  true  place  of  any  pupil  in  any 
city  public  school.  Such  a  statement  is  so  self- 
evident  that  it  excites  no  surprise.  It  is  as  it 
should  be.  The  method  of  assignment  and  pro- 
motion is  the  public  school  system.  Without  it 
that  system  would  not  be  what  it  is. 


68        Seven  Graded  Sunday  Schools. 

Apply  now  these  essentials  as  tests  to  the  Sun- 
day schools.  How  are  pupils  there  assigned 
and  promoted  ?  The  answer  must  be  that  such 
assignment  and  promotions  are  there  unknown. 
Here  we  touch  a  radical  defect  and  weakness. 
The  statement  of  that  weakness  hardly  needs 
elaboration. 

As  we  study  further  the  public  school  system 
we  find  there  a  course  of  study.  That  course 
of  study,  comprehensive  and  complete,  the  work 
of  educators,  is  the  glory  of  the  system.  It  is 
this  curriculum  that  makes  its  pupils  students. 
In  these  points  also  compare  the  Sunday  school. 

A  summary  of  these  conclusions  may  be 
made.  The  modern  Sunday  school  is  not  the 
peer  of  the  modern  public  school.  The  Sunday 
school  has  a  defective  system  of  unrelated,  in- 
dependent departments.  The  modern  public 
school  has  a  perfect  system  of  correlated  de- 
pendent departments.  The  Sunday  school  has 
no  system  of  promotions,  no  training  school 
for  teachers,  and  no  course  of  study.  Do  its 
pupils  study  ?  Why,  they  are  not  required,  nor 
examined. 

Is  there  a  remedy  for  such  defects  ?     Could 


The  Erie  Plan.  69 

its  department  be  perfected  ?  Yes  ;  but  the  dis- 
ease is  deeper  than  that.  Could  a  system  of  pro- 
motions be  devised?  Undoubtedly.  Could  a 
teachers'  class  be  formed  ?  Many  schools  have 
that.  To  treat  these  symptoms  separately  is  not 
to  reach  the  source  of  the  disease.  It  is  but  to 
tamper  with  difficulties. 

The  solution  lies  in  a  "  Course  of  Study."'  In 
the  public  school  the  system  rallied  around  a 
common  center — its  course  of  study.  All  the 
agencies  employed  were  to  render  that  course 
effective.  Out  of  a  supplemental  lesson  system 
will  arise  conditions  that  will  crystallize  into  cor- 
relation of  departments,  methods  of  promotion, 
a  Normal  Department  with  its  commencement 
day.  and,  best  of  all,  by  the  help  of  the  home 
and  the  church,  an  atmosphere  of  study  for  the 
scholar  without  which  a  school  cannot  be. 

It  is  believed  that  such  a  course  of  study  is 
practicable.  Is  it  not  thus  that  the  modern  Sun- 
day school  as  a  school  must  be  improved  ? 

It  is  evident  that  the  course  of  instruction  in 
the  Sunday  school  will  be  different  from  that 
of  the  day  school.  There,  mental  culture  is 
sought ;    here,   spiritual    culture   is  the   end  in 


70        Seven  Graded  Sunday  Schools, 

view.  There,  many  are  the  text-books  on  di- 
verse themes ;  here,  one  book  and  one  theme. 
The  Bible  and  its  revelation  must  be  the  book 
and  the  theme  of  any  supplemental  lesson  sys- 
tem. It  may  be  taken  as  an  axiom  that  that 
system  will  be  the  most  efficient  and  acceptable 
which  has  the  most  of  the  Bible  in  it  and  whose 
teachings  best  mirror  the  Bible. 

The  writer  has  prepared  a  series  of  text-books 
to  be  used  as  a  supplemental  course  of  study  in 
the  Sunday  school.  These  books  have  been 
compiled  in  connection  with  his  work  as  super- 
intendent ;  and  as  they  were  completed  they 
were  tested  in  the  Sunday  school  at  Erie,  Pa. 
The  first  one  was  written  five  years  ago,  and 
since  then  they  have  been  continuously  used. 

This  school,  as  now  graded,  consists  of  the 
following  departments :  Primary,  Junior,  Sen- 
ior, Normal,  Reserve,  and  Assembly.  The  Pri- 
mary Department  has  a  four  years'  course  and 
classes  to  correspond.  The  Normal  Depart- 
ment has  adopted  the  two  years'  course  of  study 
of  the  Chautauqua  Normal  Union.  The  course 
of  study  to  which  attention  is  directed  is  an  eight 
years'  course — four  years  for  the  Junior  Depart- 


The  Eric.  Plan.  71 

ment  and  four  for  the  Senior  Department.  Thi:, 
course  receives  pupils  from  the  Primary  room 
at  the  age  of  about  ten,  and,  after  it  is  finished, 
passes  them  on  to  the  Normal  Department. 

THE    BOOKS    OF   THE    COURSE  :  * 

Junior  Department  : 

First  Year — Catechism. 
Second  Year — Catechism. 
Third  Year— Life  of  Christ. 
Fourth  Year — Church  History. 

Senior  Department : 

First  Year — Jewish  History. 
Second    Year — Jewish     History    and    the 
■  Bible. 

Third  Year — Christian  Evidences. 
Fourth  Year — Christian  Evidences. 

All  these  books  are  catechetical  in  form,  sim- 
ple in  statement,  and  seek  through  the  questions 
to  give  the  theme  a  natural  unfolding.  They 
are  printed  uniform  in  series.  The  Junior 
books  have  each  about  twenty  pages  the  size  of 

*  These  books  have  been  published  in  pamphlet  form  by 
the  Methodist  Book  Concern  as."  Graded  Lessons  for  the 
Sunday  School." 


73        Seven  Graded  Sunday  Schools. 

the  Church  Catechism,  and  the  Senior  books 
have  each  about  thirty  pages. 

The  Catechism  is  the  first  book  of  the  series. 
Experience  teaches  that  then  memory  best  aids 
in  its  mastery.  To  these  text-books  on  the  Cate- 
chism is  added  a  supplement  on  the  books  of  the 
Bible  and  its  history  and  geography.  The  "  Life 
of  Christ"  undertakes  to  tell  that  life  in  the 
words  of  the  gospels.  "  Church  History  "  treats 
of  the  apostolic  Church  and  great  events  in  that 
history,  as  the  Crusades  and  the  Reformation 
under  Luther  and  Wesley.  The  first  Senior 
book,  "Jewish  History,"  follows  mainly  the  out- 
line of  the  Old  Testament  emphasized  by  the 
lessons  of  the  international  course.  The  second 
year  book  completes  that  history,  and  has  chap- 
ters on  the  Bible — its  translations  and  geography, 
etc.  The  third  and  fourth  years  are  employed 
in  the  study  of  "  Christian  Evidences." 

A  glance  shows  that  the  course  of  study  is  a 
study  of  the  Bible,  the  Junior  books  being 
taken  from  the  New  Testament,  while  the  Sen- 
ior cover  the  Old  Testament. 

This  system  calls  for  regular  examination  in 
which   the  classes  of  the  school  participate  ;  it 


The  Eric  Plan.  78 

creates  an  atmosphere  of  study  for  the  scholars. 
They  are  expected  and  required  to  study,  and 
they  meet  that  expectation.  This  system  fur- 
ther promotes  harmony  between  the  different 
departments  of  the  school  and  forms  a  basis  for 
promotion  for  the  scholars  and  classes.  Pro- 
motions are  as  regular  and  as  judicious  as  in 
the  public  schools. 

For  what  it  is,  and  what  it  promises,  it  is 
brought  to  the  attention  of  the  Church  and  Sun- 
day school. 

THE  GRADING. 

In  this  work  the  number  of  departments  into 
which  the  school  is  to  be  divided  must  be  fixed. 
The  following  will  probably  be  found  requisite  : 
Primary,  Junior,  Senior,  Normal,  Assembly, 
and  Reserve  Departments.  The  Primary  De- 
partment may  be  graded  in  unison  with  the 
school  and  a  course  of  four  years'  study  be 
adopted.  The  Normal  Department  takes  the 
Chautauqua  Assembly  course  of  study.  The 
Assembly  is  the  adult  Bible  Class  of  the  school. 
Graduates  of  the  Normal  Department  constitute 
the  Reserve  Department.  This  department 
studies  the  Sunday  school  lesson  a  week  in  ad- 


74        Seven  Graded  Sunday  Schools. 

vance  ol  the  rest  of  the  school,  and  stands  ready 
to  fill  the  places  of  absentee  teachers.  The 
main  body  of  the  school  constitutes  the  Junior 
and  the  Senior  departments.  The  course  of 
study  is  for  these  Departments,  and  covers  a 
period  of  eight  years.  Their  grading  is  a  work 
of  tact  and  difficulty. 

The  scholars  should  be  formed  into  classes, 
averaging  seven  to  a  class.  These  classes, 
when  organized,  should  be  seated  in  the  school, 
with  the  view  of  promotion  from  year  to  year. 
In  a  school  of  five  hundred  pupils  the  classes 
would  average  about  five  to  each  grade. 

Where  these  departments  occupy  the  same 
room  the  Juniors  may  be  seated  on  one  side, 
according  to  rank,  and  the  Seniors  on  the  other 
side.  The  position  of  the  class,  being  won  by 
merit,  becomes  a  place  of  honor  which  the 
superintendent  wisely  uses.  In  the  first  organ- 
ization a  perfect  grade  is  not  attainable.  Out 
of  the  material  given  only  an  approximation  to 
the  ideal  can  be  hoped  for.  Time  will  cure  de- 
fects. Each  year  the  entire  system  moves. 
With  a  few  annual  promotions  the  actual 
attains  the  ideal  and  the  system  becomes  per- 


The  Erie  Plan.  75 

feet  in   its    grade.       In    this   we    make    haste 
slowly. 

THE   STUDY    OF   THE   BOOKS. 

The  time  of  the  introduction  of  the  books  and 
the  method  of  their  study  are  for  the  decision  of 
the  school.  A  suggestion  may  be  offered.  The 
Sunday  school  year  may  follow  that  of  the  pub- 
lic school.  If  so,  their  study  would  begin  in 
September,  and  the  examination  would  be  the 
June  following.  But,  whenever  introduced,  it 
should  be  made  plain  that  the  books  are  auxil- 
iary only  to  the  International  System  of  Bible 
study.  Each  session  should  have  an  allotted 
period  of  time,  at  least  five  minutes,  for  their 
study.  Each  teacher  can  divide  the  given 
matter  into  convenient  parts  so  that  the  whole 
may  be  mastered  in  nine  months.  This  study 
will  be  tested  by  an  examination. 

THE   ANNUAL   EXAMINATION. 

This  examination  is  the  keystone  of  the  whole 
system.  Without  it  the  course  of  study  is  a  fail- 
ure. Its  importance  must  be  emphasized  before 
the  whole  school.  How  to  emphasize  it  is  a 
problem  that  each  school   must  solve.     A  de- 


76        Seven  Graded  Sunday  Schools. 

scription  of  the  plan  adopted  in  the  school  where 
the  system  originated  may  throw  some  light  on 
that  question.  Some  Sunday  in  June  is  se- 
lected as  the  day  for  the  examination,  and  of 
that  day  the  school  is  forev/arned.  Examina- 
tion questions,  twenty  in  number,  and  cover- 
ing the  work  of  the  year,  are  furnished  each 
scholar.  These  questions  are  so  printed  as  to 
leave  blank  spaces  under  each  question  for  the 
answer  to  be  written  by  the  scholar.  The  whole 
session  of  the  school  is  given  up  to  the  exami- 
nation. The  papers  are  gathered  and  careful 
work  is  put  thereon  in  marking  the  same.  Each 
answer  is  marked  on  a  scale  of  5,  and,  if 
the  answers  are  correct,  the  paper  is  marked 
100.  The  marks  thus  make  a  system  of  per- 
centage easily  understood  by  all.  The  mini- 
mum percentage  to  pass  the  examination  is  75. 
Those  who  get  75  and  upward  are  known  as 
honor  students. 

The  Sunday  following  the  examination  a  full 
report  of  the  work  of  the  school  is  read.  An 
honor  roll  of  students  who  pass  the  examination 
is  placed  upon  the  blackboard  or  printed  in  fine 
form  and  placed  upon  the  walls  of  the  room. 


The  Erie  Plan.  77 

These  honor  names  are  arranged  alphabetically 
and  without  ''.le  percentage  of  standing,  so  that 
it  is  an  equal  honor  to  all  students. 

The  Commencement  Day  of  the  graduates  of 
the  Normal  Class  occurs  shortly  after  the  ex- 
amination. These  exercises  are  given  on  some 
suitable  evening  of  the  week,  and  are  made  the 
event  of  the  school  year.  After  the  exercises 
comes  the  banquet.  For  this  occasion  the  Sun- 
day school  room  is  made  by  the  graduates  a 
veritable  bower  of  floral  beauty.  The  Normal 
graduates  and  the  honor  students  are  received 
as  the  honored  guests  at  these  festivities. 

Such  a  description  may  make  plain  how 
to  emphasize  the  examination.  At  least  two 
months  before  the  examination  the  superintend- 
ent should  make  short,  pointed  appeals  to  the 
scholars  and  try  to  fill  them  with  the  spirit  of 
study.  These  examination  honors,  open  to  every 
one.  should  be  made  plain  to  all.  Adults  work 
with  an  object  in  view.  It  is  the  same  with  the 
children. 

The  written  examination,  its  report   read  to 

the  school,  the  roll  of  honor,  the  promotions, 

the  Commencement  and  its  banquet,    are  ap- 
6 


78        Seven  Graded  Sunday  Schools. 

peals  not  made  in  vain  to  the  modern  child. 
What  must  be  the  legitimate  result  of  such  an 
appeal  to  the  children  ?  They  work  for  the  ex- 
amination as  they  do  for  the  examination  in  the 
public  schools.  These  last  weeks  are  busy 
ones.  They  meet  evenings  at  the  homes  of  the 
teachers,  and  on  Sunday  they  gather  at  the 
church  in  special  session  for  class  study. 

Under  such  inspiration  whole  classes  have 
handed  in  perfect  papers.  And  yet  some  may 
and  will  fail.  For  them  a  second  examination 
is  given. 

Then  on  the  day  of  promotion  the  whole 
school  moves  forward  and  occupies  the  rank 
won.  A  course  of  study  can  thus  revolutionize 
a  school  and  create  an  atmosphere  of  genuine 
study. 


The  Chicopee  Plan. 


THE  CHICOPEE  PLAN. 


BY  HON.   L.  E.   HITCHCOCK. 


CAN  the  graded  system  be  successfully  used 
in  small  Sunday  schools  ?  The  plan  de- 
scribed in  this  article  has  been  in  successful  oper- 
ation for  several  years  in  the  Central  Methodist 
Episcopal  Sunday  school  in  Chicopee,  Mass., 
in  which  the  membership  during  that  time  has 
averaged  200  and  the  average  attendance  has 
been  about  150. 

Before  describing  in  detail  the  plan  it  may  be 
well  to  state  three  principles  on  which  the  plan 
is  based : 

1.  A  school,  in  order  to  be  such,  must  be  in- 
structive as  well  as  evangelistic,  and  if  instruc- 
tion is  to  be  given  there  are  many  principles  of 
instruction  which  have  been  worked  out  in  our 
system  of  public  schools  and  which  have  come 
to  be  accepted  as  right  principles  of  teaching 
anything,  and  these  principles  cannot  be  ignored 


80        Seven  Graded  Sunday  Schools. 

in  teaching  in  the  Sunday  schools  any  more  than 
they  can  in  the  day  schools  without  impairment 
of  the  results  desired. 

2.  In  general  terms,  the  most  important  prin- 
ciple of  successful  teaching  is  that  it  should  be 
progressive  and  adapted  in  succeeding  years  to 
the  normal  development  of  the  mind  of  the  aver- 
age child,  and  this  relates  to  the  method  of  teach- 
ing a  given  subject  as  well  as  to  the  selection  of 
the  subjects  which  shall  be  taught. 

3.  Another  principle  of  successful  teaching 
which  is  of  almost  as  much  importance  as  the 
one  just  alluded  to  is  that  there  shall  be  one 
person  at  the  head  with  a  definite  plan  of 
work. 

Applying  these  principles  to  Sunday  school 
work,  this  school  supposes  that  there  is  certain 
instruction  which  properly  belongs  to  the  Sun- 
day school  to  give ;  that  there  is  no  reason  why 
the  Sunday  school  should  not  make  use  of  the 
best  methods  of  instruction  which  are  known  to 
educators  so  far  as  applicable  ;  and  that  when 
the  superintendent  is  elected  to  his  place  the 
church  in  effect  commits  to  him  or  her  the  en- 
tire care  of  that  part  of  the  work  of  the  church, 


The  Chicopee  Plan.  81 

and  that  it  is  perfectly  proper  lor  him  to  direct 
his  teachers  in  the  work  which  he  will  have  done 
in  his  school  during  his  term  of  office. 

PLAN  OF  ORGANIZATION. 

The  school  is  divided  into  three  departments, 
Primary,  Intermediate,  and  Senior.  The  Pri- 
mary Department  keeps  the  children  until  the 
New  Year  after  they  are  eight  years  old ;  the 
Intermediate  takes  them  through  a  ten  years' 
course  of  study,  and  then  the  Senior  Depart- 
ment receives  them  into  the  Bible  classes. 

The  Primary  Department,  which  meets  in  a 
room  by  itself  and  has  its  own  order  of  exer- 
cises, is  divided  into  as  many  classes  with  sepa- 
rate teachers  as  may  be  necessary  for  the  proper 
care  of  its  little  folks,  and  all  under  the  care  of 
a  superintendent  of  that  department.  The  usual 
exercises  of  this  department  are  of  the  general 
character  customary  in  such  grades. 

In  July  the  class  which  will  graduate  at  the 
end  of  the  year  is  formed  and  placed  in  the  care 
of  a  certain  teacher,  whose  special  duty  is  to  see 
that  the  class  is  prepared  to  graduate.  The 
graduating  exercises  are  public,  and  a  neat  di- 


82        Seven  Graded  Sunday  Schools. 

ploma  is  presented  to  each  scholar  who    thus 
graduates. 

The  Intermediate  Department  is  divided  into 
ten  grades,  each  representing  a  year  of  study 
and  each  containing  two  classes,  one  of  boys  and 
one  of  girls,  although  there  is  no  reason  why 
boys  and  girls  should  not  be  together  in  the  same 
class.  There  is  no  division  of  the  Senior  De- 
partment into  grades.  It  contains  only  three 
classes,  namely,  the  Young  Men's  Bible  Class, 
the  Young  Ladies'  Bible  Class,  and  the  General 
Class. 

COURSES  OF  STUDY. 

The  principal  work  of  the  school  is  done  along 
the  lines  of  the  International  Lessons,  which 
are  used  in  all  the  departments,  although  the 
method  of  teaching  them  varies  in  the  different 
grades. 

In  addition  to  the  International  Lessons  Supple- 
mental Lessons  are  taught  in  the  Primary  and 
Intermediate  Departments.  In  the  Primary  De- 
partment these  include  the  Lord's  Prayer,  the 
Ten  Commandments,  the  Twenty-third  Psalm, 
the  Beatitudes,  and  the  Apostles'  Creed. 

The  following  schedule  will  show  at  a  glance 


The  Chicopee  Plan. 


83 


what  are  the  specific  studies  of  each  grade  in 
the  Intermediate  Department : 


Af?e. 

Grade. 

9 

I 

lO 

II 

II 

III 

12 

IV 

13 

V 

14 

VI 

IS 

VII 

16 

VIII 

17 

IX 

18 

X 

International  Lesson. 


Learn    and     recite    the 

memory  verses. 
Same  as  Grade  I. 

Learn  memory  verses 
and  one  thought. 

Study  persons  (if  any) 
and  one  thought. 

Study  places  (if  any) 
and  two  thoughts. 

Study  manners  and  cus- 
toms and  two  thoughts. 

Teachings  of  the  lesson 
having  special  refer- 
ence to  manhood  and 
womanhood. 

Same  as  Grade  VII. 

Teachings  of  lesson  bear- 
ing directlyupon  prac- 
tical Christianity. 

Same  as  Grade  IX. 


Supplemental  Lesson.* 


First  half  of  Cate- 
chism No.  I. 

Last  half  of  Cate- 
chism No.  I. 

Life  of  Jesus. 

Studies   about  the 

Bible. 
Bible  Geography. 

Bible  History. 

History  of  Chris- 
tian Church. 


History  of   M.  E. 

Church. 
Doctrine  and  rules 

of    the    M.     E. 

Church. 
Government  of  M. 

E.  Church. 


Some  explanation  of  the  above  is  needed  : 
1.  The  study  of  the  International  Lessons. 
In  all  the  grades  the  first  things  to  be  learned  in 
each  lesson  are  the  title,  the  Golden  Text,  and 
the  lesson  story,  and  after  these  are  learned  the 
teachers  take  up  the  specific  grade  instruction 

*  These  Supplemental  Lessons  have  been  published  by 
Hunt  &  Eaton,  New  York,  as  "  The  Ten  Minute  Series." 


84        Seven  Graded  Sunday  Schools. 

as  above.  The  lesson  thought,  which  appears 
first  in  Grade  III,  is  carried  through  all  the  re- 
maining grades  as  the  central  thought  for  the 
session.  These  thoughts  are  selected  by  the 
superintendent,  and  by  him  indicated  to  the 
teachers  at  the  beginning  of  each  quarter.  To 
illustrate :  Take  the  lesson  for  September  1  1 , 
1 892,  the  title  of  which  was  Philip  and  the  Ethi- 
opian. After  learning  the  title,  Golden  Text, 
and  lesson  story  the  different  grades  will  study 
as  follows : 

Grades  1  and  II.  Learn  the  memory  verses : 
35-38. 

Grade  III.  Learn  the  memory  verses  and 
study  thought :   "  Philip  preached  Jesus." 

Grade  IV.  Study  about  the  persons :  Philip, 
Candace,  the  eunuch,  and  Esaias,  and  also  the 
same  thought  as  in  Grade  III. 

Grade  V.  Study  about  the  places :  Jerusalem, 
Gaza,  Ethiopia,  Azotus,  and  Cesarea.  and  the 
two  thoughts:  "Philip  preached  Jesus,"  and 
"  Prompt  response  to  call  of  duty." 

Grade  VI.  Study  customs :  going  to  Jerusa- 
lem to  worship,  ceremony  of  baptism,  riding  in 
chariot, and  the  same  two  thoughts  as  in  Grade  V. 


The  Chicopee  Plan.  85 

Grades  VII  and  VIII.  Thoughts— 

"  Philip  preached  Jesus." 

"  Prompt  response  to  call  of  duty." 

"  Habit  of  reading." 

"  Understand  as  you  read." 

"  Act  up  to  your  knowledge." 
Grades  IX  and  X.     Thoughts — 

"Philip  preached  Jesus,  I  can  do  the  same." 

"  Prompt  response  to  call  of  duty.     How 
these  calls  come." 

"  Fulfillment  of  prophecy." 

"  Immediate  conversion  and  baptism." 

"The  new-found  joy." 
2.  The  Supplemental  Lessons.  The  aim  of 
these  lessons  is  to  furnish  systematic  instruction 
upon  the  subjects  indicated,  which  are  matters 
that  every  well-informed  person  ought  to  know, 
but  which  cannot  be  taught  from  the  Interna- 
tional Lessons.  Each  year  contains  thirty-six 
lessons  which  can  easily  be  memorized  and  re- 
cited in  the  twenty  minutes  usually  allowed  for 
this  study.  The  titles  readily  suggest  the  nature 
of  the  lessons. 

A  weekly  teachers'  meeting  is  held  under  the 
direction  of  the  superintendent  for  the  purpose 


86        Seven  Graded  Sunday  Schools. 

of  assisting  the  teachers  in  the  right  understand- 
ing of  the  things  required  to  be  taught  on  the 
succeeding  Sunday,  and  instructing  them  in 
methods  of  teaching  that  particular  lesson.  It 
is  a  sort  of  teachers'  meeting  and  normal  class 
combined. 

EXAMINATIONS  AND  MARKS. 

Written  examinations  upon  the  International 
Lessons  are  held  at  the  end  of  each  quarter,  and 
one  upon  the  Supplemental  Lessons  is  held  near 
the  close  of  the  year,  upon  each  of  which  the 
scholars  are  marked.  Each  scholar  is  also 
marked  at  each  session  of  the  school  upon  a 
scale  of  five  credits,  as  follows  :  one  for  attend- 
ance at  the  opening  of  the  school,  one  for  atten- 
tion during  school  time,  one  for  attendance  at 
closing  the  school,  one  for  attendance  upon 
preaching  service,  and  one  for  lesson  study  at 
home.  These  marks,  taken  in  connection  with 
the  examination  marks  and  the  knowledge  of 
the  general  work  of  the  scholar  during  the  year, 
determine  his  promotion  at  the  end  of  the  year. 
The  scholar  who  completes  the  course  satisfac- 
torily is  awarded  the  diploma  of  graduation  and 
admitted  to  the  Senior  Department  of  the  school. 


The  Chicopee  Plan.  87 

No  special  work  other  than  that  usually  taken 
up  in  Bible  classes  has  been  attempted  in  any  of 
the  classes  of  the  Senior  Department. 

SPIRITUAL  WORK. 

Although  great  stress  is  laid  upon  the  work  of 
instruction  in  the  school,  it  must  not  be  con- 
cluded that  the  spiritual  work  is  overlooked. 
This  is  attended  to  in  two  ways  :  first,  in  the 
lesson  thoughts  in  connection  with  the  Interna- 
tional Lessons,  which  are  selected,  as  far  as  pos- 
sible, to  enable  the  teachers  to  illustrate  and  en- 
force spiritual  truths;  and,  secondly,  each  teacher 
is  expected  to  do  all  she  can  in  the  way  of  per- 
sonal example  and  influence  to  bring  the  mem- 
bers of  her  class  to  Christ.  Of  course,  if  any 
special  religious  interest  at  any  time  in  the 
church  seems  to  call  for  it,  the  work  of  the 
school  is  suspended  and  all  the  energy  is  brought 
to  bear  upon  the  evangelistic  part  of  the  work. 

RESULTS. 

The  actual  working  of  this  plan  has  demon- 
strated that  many  things  which  might  seem  to 
be  objections  have  been  only  imaginary.     At 


88        Seven  Graded  Sunday  Schools. 

the  start  the  scholars  were  classified  according 
to  their  ages,  with  occasional  modifications  with 
reference  to  their  places  in  the  public  schools, 
and  the  teachers  were  placed  in  the  different 
grades  with  reference  to  their  relative  abili- 
ties, and  they  were  asked  to  teach  certain  spe- 
cific things,  which  of  course  they  cheerfully  did. 
The  scholars,  who  are  accustomed  to  this  method 
in  the  public  schools,  at  once  caught  the  idea, 
and  their  parents  became  interested  to  see  that 
their  lessons  were  learned  before  coming  to  the 
school.  The  attendance  of  teachers  became 
more  regular,  for  each  teacher,  having  his  own 
specific  work  to  do,  very  soon  realized  that  if 
he  were  absent  his  work  could  not  be  fully  done 
by  a  substitute,  and  the  attendance  of  the  scholars 
was  much  improved,  for  they  could  see  actual 
advancement  from  Sunday  to  Sunday. 

The  attendance  of  scholars  in  the  Interme- 
diate Department  averages  fully  twenty  per  cent 
more  than  in  any  other  department.  Of  course, 
the  adoption  of  any  system  of  graded  work 
means  considerable  work  for  a  superintendent 
at  the  start,  and  this  to  a  busy  man  is  a  serious 
matter  ;  but  after  the  system  is  fairly  started  it 


The  Chtcopee  Plan.  89 

works  easier  and  with  less  friction  to  annoy  than 
any  other  plan,  and  the  cause  is  worthy  of  the 
effort  required. 

Two  reasons  why  schools  should  be  graded 
may  be  given  :  1 .  Children  will  be  interested 
in  what  they  can  understand,  and  if  the  instruc- 
tion both  as  to  form  and  substance  is  adapted  to 
their  growing  intellectual  abilities  it  will  easily 
be  received  and  taken  care  of,  while,  on  the 
other  hand,  if  it  is  not  comprehended  it  excites 
no  interest  in  the  mind  of  the  child,  and  he  is 
glad  to  get  out  of  the  school  as  soon  as  he  can. 

2.  The  teachers  do  not  go  on  with  their  classes 
from  year  to  year  indefinitely,  and  by  this  means 
it  is  possible  to  bring  ten  succeeding  classes 
under  the  teaching  of  the  ablest  teacher  you  can 
get  in  a  particular  grade,  instead  of  confining 
that  able  teacher  to  only  one  class  for  ten  years. 
There  can  surely  be  no  question  as  to  which  is 
the  better  course. 


90       Seven  Graded  Sunday  Schools. 


THE  LYNCHBURG  PLAN. 


BY  IRVINE  GARLAND  PENN. 


IT  was  early  in  the  year  of  1890  when  it  be- 
came a  positive  fact,  to  the  superintendent 
who  is  now  leading  our  Sunday  school,  that 
we  had  accomplished  practically  nothing  as  a 
school  during  the  twenty  years  of  our  existence. 
In  this  school  our  superintendent  was  entered 
when  but  a  lad  of  five  years.  He  had  shifted 
from  class  to  class,  not  by  reason  of  any  pro- 
motion by  the  superintendent,  teacher,  or  any 
other  officer  of  the  school,  but  as  he  advanced 
in  age  from  five  to  eight,  eight  to  ten,  and  ten 
to  fifteen  years  he  correspondingly  grew  in  size, 
and  of  his  own  free  will  and  accord  he  moved 
from  class  to  class,  with  no  other  recommenda- 
tion for  promotion  but  age  and  size.  At  the  age 
of  fifteen  he  was  made  secretary,  and  in  that  of- 
ficial capacity  he  took  account  of  the  pennies  col- 
lected, disbursing  them  as  the  board  might  order. 


The  Lynchburg  Plan.  91 

Our  future  superintendent  was  then  promoted 
to  be  the  teacher  of  Bible  Class  No.  3.  It  was 
not  Class  "  Three  "  because  its  members  knew 
more  or  less  than  Class  1  and  2,  but  because  its 
members  were  a  class  of  misses,  while  Classes 
1  and  2  were  masters  and  young  men.  In  fact, 
Class  3  was  as  much  entitled  to  be  Class  1  as 
Class  1  was  to  be  Class  1.  He  was  then  pro- 
moted to  his  present  position.  His  career  is 
related  in  order  that  it  may  be  shown  that  the 
conclusion  which  he  had  reached  was  founded 
upon  personal  experience  and  observation, 
which  he  took  no  account  of  then,  but  which 
served  to  demonstrate  more  forcibly  to  him  that 
the  Sunday  school  was  accomplishing  nothing 
save  the  one  fact  that  it  met  on  Sunday  morn- 
ings ostensibly  for  religious  instruction.  It 
must  be  said,  however,  in  justice  to  other  super- 
intendents, that,  whatever  inclination  he  had  to 
seek  and  ascertain  the  defects  and  best  needs 
of  the  school,  he  was  led  slightly  in  that  direc- 
tion by  those  who  had  shown  that  something 
was  needed,  and  who  knew  that  a  change  must 
take  place  if  our  Sunday  school  would  maintain 
her  standing  as  a  lari-e  and  grov/ing  one  in  tha 


92       Seven  Graded  Sunday  Schools. 

community.  We  numbered  four  hundred,  in 
round  figures,  and  while  during  the  boyhood  of 
our  superintendent  the  corps  of  teachers  were 
not  efficient,  by  reason  of  the  lack  of  advantages 
necessary  to  proper  qualification,  yet  when  he 
came  into  office  he  found  himself  surrounded 
by  a  corps  of  teachers  nearly  all  of  whom  were 
prepared  by  intellectual  and  divine  strength  to 
teach  anything  that  could  possibly  be  put  into 
a  Sunday  school  course  with  propriety. 

No  longer  were  there  "blind  leaders  of  the 
blind"  in  the  school,  but  intelligent  leaders  in 
mind  and  heart.  It  was  a  proposition  that 
needed  no  demonstration  to  our  superintendent 
that  he  now  had  the  opportunity  to  present  the 
one  thing  needful  in  the  school,  namely,  method 
and  system  in  instruction  and  the  adaptiveness 
of  work  to  the  susceptibility  of  the  pupil,  which 
is  the  essence  of  the  grade  idea.  As  soon,  then, 
as  this  idea  was  clear,  our  superintendent  at 
once  began  inquiry  and  to  hunt  literature  bear- 
ing on  this  subject. 

"The  Modern  Sunday  School,"  by  Bishop 
J.  H.  Vincent,  was  the  first  book  consulted,  and 
the  first  sentence  of  Chapter  XII,  on  Gradation, 


The  Lynchburg  Plan.  93 

gave  the  idea  which  settled  the  conviction. 
The  sentence  reads:  "The  Sunday  school  is  a 
school."  Nothing  is  truer  than  this  one  sen- 
tence, and  the  sooner  our  superintendents  and 
teachers  get  this  one  idea  ineradicably  fixed  in 
their  minds  the  better  it  will  be  for  our  Sunday 
school  interests.  Most  assuredly  the  "Sunday 
school  is  a  school  "  to  teach  the  things  of  God, 
to  instill  his  truths  and  impress  his  good  deeds 
and  loving  favors  to  the  children  of  men  upon 
the  mind  and  hearts  of  those  who  must  grow 
up  in  the  admonition  of  the  Lord,  if  they  would 
make  valiant  soldiers  and  good  citizens.  It  was 
evident  that  our  Sunday  school  was  a  school, 
though  poor  in  order,  poor  in  work,  and  poor  in 
everything  but  singing  and  the  giving  of  pic- 
nics. Dr.  Vincent's  book  was  further  consulted, 
with  others,  and  our  superintendent  reserved 
several  months  to  mature  his  plans  and  present 
them. 

In  the  meantime  several  articles  in  the  "  Sun- 
day School  Journal  "  of  May  and  September, 
1 890,  greatly  helped  him.  A  plan  of  action  was 
finally  decided  upon  ;  first  a  new  registration, 

giving  name,  age,  educational  fitness,  and  some 

7 


94        Seven  Graded  Sunday  Schools. 

minor  matters,  was  gotten  of  each  pupil  as  accu- 
rately as  possible.  In  the  meantime  our  plan  had 
by  this  time  been  told  the  school,  and  the  taking 
of  a  new  registration,  preparatory  to  the  grada- 
tion, created  a  genuine  revival  of  interest  in  the 
work.  And,  too,  when  the  fact  was  known  that 
the  school  was  undergoing  a  change  which 
would  give  larger  and  better  opportunities  to 
the  children,  fathers  and  mothers  who  could 
not  themselves  read,  but  who  knew  what  it  was 
to  have  John  and  Mary  to  go  from  Catechism 
to  Catechism,  from  class  to  class,  every  time 
higher  and  higher,  gave  vent  to  their  feelings  in 
many  "  Amens  "  and  "  God-bless-yous."  To 
these  expressions  of  approval  and  the  prayers 
of  this  class  the  success  of  our  system  may  be 
greatly  attributed. 

The  registration  having  been  taken,  our  su- 
perintendent was  intrusted  with  the  gradation 
of  the  school.  On  the  one  hand  the  burden 
was  light ;  on  the  other  heavy.  The  labor  was 
light,  for  no  amount  of  it  could  seem  a  burden, 
so  great  was  the  interest  in  the  four  hundred 
souls  who  were  now  for  once  to  be  put  into  the 
shape  of  an  ideal  Sunday  school. 


The  Lynchburg  Plan.  95 

On  the  other  hand,  it  was  for  once  a  burden 
to  do  duty  as  he  saw  it,  because  there  were  large 
boys  and  girls  who  had  been  hitherto  neglected 
in  this  ghost  of  a  school,  and  now  had  to  suf- 
fer the  worry  of  doing  a  thing  over  when  it 
might  have  been  done  well  at  first.  But  our 
superintendent  had  no  time  now  to  indulge  in 
sentimentality  ;  the  work  was  to  be  done,  it  was 
given  him  to  do,  and  he  knew  it  was  for  the  best 
good  of  the  school ;  hence  he  went  at  the  work 
in  the  fear  of  the  Lord.  During  three  weeks  of 
incessant  prayer  and  labor  the  work  was  done, 
submitted  to  and  approved  by  our  board.  What 
a  change  to  be  made  during  the  next  Sunday  ! 
John,  who  could  not  read,  used  to  be  in  Bible 
Class  No.  1;   now  he  is  to  study  the  Catechism. 

During  the  next  Sunday  the  grading  was  done, 
classes  rearranged,  teachers  replaced  to  suit  the 
departments  ;  and  after  all  was  done  we  looked 
calmly  upon  the  scene,  and  never  in  all  the  his- 
tory of  our  Sunday  school  did  it  look  so  well,  and 
never  have  we  seen  children  with  such  bright 
and  happy  faces  as  were  in  that  school  on  that 
morning.  It  will  never  be  forgotten  even  by  the 
smallest  pupil.    As  I  have  said,  they  were  always 


96        Se7)en  Graded  Sunday  Schools. 

good  singers,  but  with  new  life  in  them  they  sang 
the  praises  of  God  on  that  morning  until  it  seemed 
we  were  all  tasting  of  the  riches  of  God  as  never 
before.  The  three  departments  arranged  were 
Primary,  Intermediate,  and  Normal,  with  provi- 
sion for  a  Normal  Training  Class.  It  may  be 
said  here  that  we  have  seen  the  necessity  very 
clearly  for  the  introduction  of  a  Junior  Depart- 
ment or  Course  on  account  of  the  length  of  our 
now  existing  departments.  This  will  be  done  on 
"  Promotion  Sunday  "  after  our  January  exami- 
nation, 

A  course  of  study  was  carefully  arranged  to 
cover  the  three  departments,  consisting  of  seven 
years  :  Primary  Course  (provided  child  entered 
at  the  age  of  three),  ages  from  three  to  ten  years  ; 
five  years'  Intermediate  Course,  ages  from  ten  to 
fifteen  years ;  five  years  in  the  Senior  Course, 
ages  from  fifteen  to  twenty  years.  These  depart- 
ments, and  the  years  in  each,  will  be  slightly 
modified  by  the  introduction  of  the  Junior 
Course. 

The  course  embraces  in  our  Primary  Depart- 
ment the  International  Lessons  in  the  form  of 
the  "  Picture  Lesson  Paper."   The  Lesson  Paper 


The  Lynchburg  Plan.  97 

is,  however,  not  taken  up  until  the  pupil  has 
been  in  this  department  for  four  years,  presum- 
ing that  he  enters  at  three  years  of  age.  The 
lessons  during  the  first  four  years  are  orally 
taught,  and  consist  of  selected  verses  of  the 
Bible,  Lord's  Prayer.  Beatitudes,  and  selected 
portions  of  Catechism  No.  1.  Since  the  day 
school  system  only  admits  pupils  at  six  and 
seven  years,  it  is  presumed  that  they  are  not 
prepared  to  be  classified  in  any  way  as  students 
of  the  International  System  on  account  of  their 
inability  to  read. 

Thus  all  of  the  pupils  from  three  to  six  years 
are  put  into  one  class  and  taught  orally,  as  ex- 
plained above.  There  are  sometimes  excep- 
tions to  this  general  rule  in  the  case  of  children 
who  may  have  had  early  training  around  the 
fireside. 

The  pupils  in  the  Primary  Department,  having 
received  the  Lesson  Paper  at  seven  or  eight  years, 
have  only  from  two  to  three  years  to  remain  there 
before  the  proper  age  is  reached,  all  other  things 
being  equal,  for  their  transfer  to  the  next  depart- 
ment. During  the  last  two  or  three  years  of  the 
Primary  Course  the  pupils  have  for  supplemental 


98        Seven  Graded  Sunday  Schools. 

lessons  selected  Psalms  and  verses,  Catechism 
No.  1  to  Question  25,  inclusive.  It  has  been 
demonstrated  to  our  board  in  our  promotions 
that  this  Primary  Course  is  well  conceived  and 
serves  admirably  well  the  purpose  intended, 
which  is  to  lay  a  foundation  upon  which  a  struc- 
ture might  be  reared  without  fear  of  tottering. 

In  our  Intermediate  Course  the  International 
study  begins  the  first  year  with  the  "  Beginner's 
Leaf"  and  is  used  during  three  years  of  the  five 
years'  course.  In  the  remaining  two  years  the 
"  Berean  Lesson  Leaf  "  is  used.  In  the  use  of  the 
Beginner's  and  Berean  Leaves  the  course  of 
teaching  is  laid  down  by  the  Examining  Board, 
and  the  teacher  directs  her  talk  and  instruction 
in  that  direction.  This  is  to  avoid  what  may  be 
termed  ' '  splatterdash ' '  teaching — the  teaching  of 
everything  with  special  reference  to  no  one  par- 
ticular thing,  the  teaching  of  what  is  understood 
and  not  understood.  The  supplemental  lessons 
for  the  Intermediate  Course  include  the  Ten 
Commandments,  Catechisms  Nos.  1 ,  2,  and  3, 
and  the  Old  Testament  read  and  thoroughly  con- 
sidered from  Genesis  to  Numbers,  inclusive.  In 
this  department  special  effort  is  made  to  impress 


The  Lynchburg  Plan.  99 

the  Baptismal  Covenant,  the  Ten  Doctrines  of 
Grace,  Ten  Points  of  Church  Economy,  etc. 

The  pupil  is  now  fifteen  years  of  age,  and,  all 
things  being  equal,  he  is  ready  for  the  Senior 
Course. 

In  this  department  the  "  Senior  Lesson  Quar- 
terly "  is  used.  The  supplemental  work  consists 
of  a  completion  of  the  Old  and  New  Testaments 
thoroughly  read  and  considered  during  the  five 
years.  In  addition  to  this,  McGee's  "Outlines 
of  the  Methodist  Episcopal  Church  "  is  studied 
the  first  year;  "  The  Teacher  Before  His  Class," 
by  James  L.  Hughes,  in  the  second  year  ;  "  Nor- 
mal Outlines  for  Primary  Teachers"  in  the 
third  year  ;  "  History  of  the  Sunday  School,"  by 
Chandler,  in  the  fourth  year ;  Discipline  of  the 
Methodist  Episcopal  Church,  and  "Christian 
Baptism,"  by  Bishop  S.  M.  Merrill,  in  the  fifth 
year. 

Our  pupils  are  then  entered  in  the  Normal 
Training  Class,  where  they  read  such  books  as 
"  Open  Letters  to  Primary  Teachers,"  by  Mrs. 
W.  F.  Crafts;  "  Hand  Book  for  Teachers,"  by 
Dr.  Joseph  Alden.  They  also  consider  more  fully 
the  doctrines  of  our  Methodism  and  the  history 


100      Seven  Graded  Sunday  Schools. 

of  "that  great  religious  movement."  as  one 
has  termed  it.  The  pupils  of  this  class  subject 
themselves  to  much  training  for  Sunday  school 
teachers.  They  are  permitted  and  are  expected 
to  meet  the  teachers  in  their  weekly  meetings 
in  order  that  they  may  go  over  the  lessons  with 
the  teachers  and  be  prepared  in  case  of  an  emer- 
gency. Our  examinations  are  held  semiannu- 
ally. In  the  supplemental  work  the  examina- 
tions are  conducted  in  written  form.  As  to  the 
International  studies,  the  recommendation  of  a 
pupil  by  a  teacher  is  sufficient  to  determine  his 
work  and  his  ability  to  pass  to  a  higher  grade. 
The  teachers  conduct  their  own  examination 
and  make  tabulated  results,  the  whole  of  which 
is  submitted  to  our  Examining  Board,  consisting 
of  eight  members,  who  carefully  pass  upon  it 
and  order  the  promotion.  The  promotion  is  then 
made  by  the  superintendent  according  to  the 
tabulated  results. 

As  an  encouragement  to  pupils  we  have 
found  it  wise  to  issue  certificates  to  everyone  as 
they  complete  the  course  of  study  of  each  de- 
partment, and  finally,  when  the  Senior  Course 
is  completed,  to  issue  a  diploma.     The  assem- 


The  Lynchburg  Plan.  101 

bly  idea  also  obtains  in  our  school  as  a  part  of 
our  system.  This  has  been  found  indispensable 
as  an  incentive  to  devotion,  because  it  makes 
our  higher  Intermediate  and  Senior  classes  feel 
their  importance  in  a  measure  when  they  are 
called  together  every  fortnight  to  hear  some 
talk  or  paper  upon  some  religious  topic,  apart 
from  the  Primary  and  lower  Intermediate 
classes.  In  order  that  the  teachers  might  be 
more  thoroughly  interested  in  the  success  of 
the  system,  and  thus  influence  their  children, 
our  superintendent  has  very  wisely  introduced 
the  social  feature  into  our  work,  and  very  often 
in  our  consideration  of  Sunday  school  matters 
we  find  ourselves  in  the  midst  of  a  pleasant  and 
agreeable  reception.  This  has  worked  well,  for  we 
are  all  creatures  of  humanity  with  the  same  in- 
nate social  tendencies.  The  day  of  days,  yes,  the 
red-letter  day.  is  "Promotion  Sunday."  These 
Sundays  will  never  be  forgotten."  The  enthusi- 
asm is  equal  to  that  of  Children's  Day  in  every 
respect.  Boys  and  girls  with  eager  hearts  pass 
from  class  to  class.  As  a  means  necessary  to 
the  success  of  our  system  our  superintendent 
very  carefully  presented  the  necessity  of  a  larger 


102      Seven  Graded  Sunday  Schools, 

library  than  we  had.  The  plans  for  raising  the 
money  were  arranged,  and,  to  use  the  popular 
expression,  "  they  worked  like  a  charm."  Hun- 
dreds of  dollars  were  raised,  with  which  we  now 
have  over  oneAthousand  volumes  and  a  neatly 
built  library  case  of  twenty  feet  in  length.  It 
would  be  a  pleasure  to  tell  how  that  money  was 
raised. 

As  to  the  results  accomplished  in  our  school  by 
the  system,  suffice  it  to  say  they  are  manifold. 
Order,  system,  interest,  care,  study,  regular  and 
punctual  attendance  by  officers  and  teachers, 
have  been  some  of  the  results.  In  conclusion, 
let  us  pray  that  our  superintendents  and  boards 
will  see  the  necessity  for  this  system  in  their 
schools,  and  that  before  long  the  schools  of  our 
Methodism  may  be  one  of  continuous  gradation. 


The  Plamfield  Plan,  103 


THE  PLAINFIELD  PLAN. 


BY  JESSE  L.  HURLBUT,   D.D. 

TWO  years  have  passed  since  our  Sunday 
school  was  graded,  and  the  results  of  the 
system  are  now  so  apparent  that  we  can  safely 
recommend  our  plan,  for  it  has  met  and  en- 
dured the  test  of  time.  Our  Sunday  school, 
before  the  grading  was  accomplished,  embraced 
about  four  hundred  scholars  of  all  ages,  with 
an  average  attendance  of  two  hundred  and  sev- 
enty-five. Its  officers  and  teachers  were  fifty 
in  number.  It  was  by  no  means  an  ideal 
school,  though  above  the  average  in  the  ef- 
ficiency of  its  work  and  the  interest  of  its  exer- 
cises. Its  building,  however,  is  a  model  of 
convenience  and  adaptation  to  the  work  of  the 
Sunday  school,  having  around  the  main  hall 
eighteen  class  rooms,  all  capable  of  being 
either  secluded  or  opened  together  at  a  mo- 
ment's notice. 


104      Seven  Graded  Sunday  Schools. 

We  found  in  our  Sunday  school  certain  evils 
and  defects,  all  of  which  may  be  seen  else- 
where. Some  of  these  were:  1.  "Skeleton 
classes  "  in  the  Senior  Department,  consisting 
of  four  or  five  scholars,  being  the  remains  of 
what  had  once  been  large  classes  of  boys  and 
girls.  2.  A  constant  tendency  among  the 
young  people  to  fall  away  from  the  school  after 
reaching  the  age  of  sixteen  or  eighteen  years. 
3.  Great  discrepancies  of  numbers  in  the  classes ; 
large  and  small  classes  side  by  side  in  the 
same  grade.  4.  In  almost  any  given  class 
a  lack  of  unity  in  the  age  and  the  intellec- 
tual acquirements  of  its  members.  5.  Great 
difficulty  in  obtaining  suitable  teachers  for  new 
classes,  or  to  take  the  places  of  teachers  leav- 
ing the  school. 

After  many  conversations  a  conclusion  was 
reached  that  most  of  these  evils  might  be  re- 
moved, and  others  of  them  might  be  lessened, 
if  the  school  were  reorganized  according  to  a 
good  system,  and  then  maintained  as  a  thor- 
oughly graded  school.  A  committee  was 
chosen  to  prepare  a  plan.  Correspondence  was 
held  with  graded  schools,  all  printed  informa- 


The  PI  a  infield  Plan.  105 

tion  was  carefully  studied,  a  plan  was  prepared, 
printed,  submitted  to  the  Sunday  School  Board, 
discussed,  modified,  and  finally  adopted  unani- 
mously. The  following  are  the  principal  fea- 
tures of  the  plan,  for  which  we  make  no  claim 
of  originality,  as  each  of  its  elements  was  al- 
ready in  successful  operation  in  one  or  more 
graded  Sunday  schools : 

1.  That  the  school  should  be  arranged  in  four 
general  departments :  The  Senior,  for  all  over 
sixteen  years  old ;  the  Junior,  from  ten  to  six- 
teen years ;  the  Intermediate,  from  eight  to  ten ; 
and  the  Primary,  for  the  children  younger  than 
eight  years.  These  divisions  are  not  arbitrary, 
but  represent  the  average  standard  of  age,  to 
which  exceptions  might  be  made  in  special 
cases. 

2.  In  each  department  the  number  of  classes 
to  be  fixed  and  invariable,  except  that  in  the 
Junior  Department  there  might  be  some  nec- 
essary elasticity  in  the  number  of  classes,  owing 
to  the  varying  number  of  scholars  promoted 
into  the  department  in  different  years. 

3.  Promotions  to  be  made  annually,  and  all 
at  the  same  time,  on  the  last  Sunday  of  March. 


106      Seven  Graded  Sunday  Schools. 

Except  in  special  emergencies  no  changes  in 
classes  to  be  made  during  the  year,  either  by 
teachers  or  scholars.  If  a  teacher  accepts  a 
class  on  "Promotion  Day"  it  is  generally  to 
be  considered  an  engagement  for  the  entire 
year,  unless  a  necessity  arise. 

4.  While  in  the  same  department  a  teacher 
and  his  class  to  be  advanced  together  ;  that  is, 
from  the  first  year  of  the  Intermediate  Grade  to 
the  second,  from  the  first  year  of  the  Junior 
Grade  to  the  second,  etc.  But  the  promotion 
from  one  department  to  another  to  be  attended 
with  a  change  of  teachers,  in  order  to  keep  the 
same  number  of  classes  in  each  department, 
especially  the  Senior  Department,  from  year  to 
year. 

5.  While  special  supplemental  lessons  may 
be  provided  for  each  department,  the  promo- 
tions to  be  made  upon  general  fitness,  age,  and 
intelligence,  and  not  upon  the  result  of  an  ex- 
amination. No  examination  upon  the  plan  of 
the  public  schools  is  practicable  in  the  Sunday 
school,  where  all  the  classes  are  studying  the 
same  lesson.  All  attempt  at  making  an  ex- 
amination the  prerequisite  of  promotion  is  apt 


The  Platnfield  Plan,  107 

to  become  a  pretense  in  the  actual  working  of 
the  scheme. 

6.  It  was  also  decided  that  the  entire  school 
should  be  reorganized  on  a  certain  day,  in 
accordance  with  the  above  plan.  A  careful 
committee  of  seven  members,  including  the 
pastor  and  superintendent,  made  a  canvass  of 
the  school,  ascertained  the  age  of  each  scholar 
under  seventeen,  conferred  with  the  teachers, 
and  then  prepared  a  new  list  of  teachers  and 
scholars  for  all  classes  in  the  school,  making 
many  changes,  both  in  the  teaching  staff  and 
the  assignment  of  scholars. 

Sunday,  March  30.  1890,  was  a  memorable 
day,  being  our  first  "  Promotion  Sunday."  We 
approached  it  with  some  anxiety,  for  on  that  day 
our  committee  held  in  its  hands  the  fate  of  every 
teacher  and  every  scholar.  Old  ties  were  to  be 
broken,  new  relations  were  to  be  entered  upon. 
Ten  teachers  were  to  be  returned  to  the  ranks  as 
Senior  scholars,  and  the  complexion  of  every 
class  was  to  be  changed.  No  one  could  tell 
what  heart-burnings  would  be  engendered  and 
what  disappointments  would  come.  The  super- 
intendent made  a  statement  of  the  new  plan,  and 


108      Seven  Graded  Sunday  Schools, 

proceeded  to  read  the  new  roll,  beginning  with 
Class  No.  1  of  the  Senior  Department.  As 
the  names  were  called  the  members  left  their 
former  classes  and  took  their  new  places  in  the 
class  room.  Eight  classes  were  assigned  to  the 
Senior  Grade,  each  having  a  separate  room. 
These  classes  were  a  young  men's  class,  three 
young  ladies'  classes,  a  class  of  elderly  ladies, 
a  lecture  class  of  ladies  and  gentlemen,  a  class 
of  reserve  teachers,  and  a  normal  class  to  be 
trained  for  teachers  in  the  course  of  the  Chau- 
tauqua Normal  Union, 

In  the  Junior  Department  sixteen  classes  were 
formed.  Those  of  the  lowest  rank,  the  first  year, 
took  the  front  row  of  seats  ;  the  second  year  the 
second  row,  etc.  Those  of  the  fifth  year  Junior 
were  in  two  classes,  one  for  boys  and  another 
for  girls,  each  having  a  room.  The  teachers  of 
these  two  classes  remain  constant,  and  change 
their  scholars  every  year ;  but  during  the  first 
four  years  of  the  grade  the  teachers  advance 
with  their  scholars,  changing  their  seats  every 
year,  but  retaining  their  classes. 

The  Intermediate  Department  consists  of  two 
large  classes,  each  in  a  separate  room.     One 


The  Plainfield  Plan.  109 

class  is  of  little  children  just  promoted  from  the 
Primary  Department ;  the  other,  of  those  who 
have  been  in  the  Intermediate  Grade  a  year. 
The  teacher  remains  with  each  class  for  two 
years,  the  term  of  this  grade.  We  are  inclined 
to  favor  a  three-year  term  in  this  grade,  with  a 
class  for  each  year,  thus  making  the  age  at  ad- 
mission to  the  Senior  Department  seventeen  in- 
stead of  sixteen  years. 

Our  Primary  Department  formerly  consisted 
of  nine  or  ten  small  classes  under  one  Primary 
superintendent.  In  the  reorganization  we  con- 
stituted it  as  one  class,  with  a  teacher  and  an 
assistant.  This  change  released  a  number  of 
teachers  for  service  in  the  school,  and  was  on 
the  whole  an  improvement.  Whether  it  would 
be  desirable  everywhere  depends  on  circum- 
stances. In  many  places  it  might  be  easier  to 
find  ten  teachers,  each  of  whom  can  teach  ten 
scholars,  than  one  who  can  teach  one  hundred. 

When  the  roll  of  the  school  had  been  fully 

called  every  teacher  and  every  scholar  had  been 

assigned,  except  one  boy,  who  had  joined  the 

school  that  day,  and  was  left  standing  in  the 

middle  of   the   room    in  a  bewildered   state   of 
8 


110      Seven  Graded  Sunday  Schools. 

mind  over  the  revolution  which  was  going  on 
around  him.  A  view  of  the  newly  arranged 
classes  from  the  platform  showed  the  school 
looking  more  orderly  than  ever  before,  and  gave 
it  the  appearance  of  having  twice  as  many  adult 
scholars  as  formerly. 

One  item  must  not  be  forgotten.  The  super- 
intendent announced  that  each  department  would 
hold  a  "reception"  adapted  to  the  age  of  its 
members.  The  Senior  reception  was  appointed 
for  Monday  evening  of  the  next  week,  and  was 
to  include  upon  its  program  music,  addresses, 
readings,  cake,  and  cream.  All  the  young  people 
were  eager  to  be  counted  in,  and  hence  willing 
to  leave  their  old  classes  for  the  new  ones.  A 
fortnight  later  the  Junior  Department  held  its 
reception,  with  a  stereopticon  entertainment  and 
the  refreshments.  Even  if  a  boy  can  obtain 
a  superabundance  of  cake  at  home  he  will  be 
drawn  by  the  prospect  of  another  slice  to  the 
Sunday  school  sociable.  Each  department  held 
its  own  reception,  all  were  happy,  and  the  young 
ladies  and  gentlemen  were  not  made  to  feel  that 
they  were  simply  on  the  fringe  of  an  institution 
adapted  mainly  to  little  children. 


The  Plainfield  Plan.  Ill 

The  system  thus  inaugurated  has  been  in  oper- 
ation two  years.     What  have  been  its  results  ? 

There  were  at  first  sonne  complaints  by  teach- 
ers, scholars,  and  parents.  But  only  one  teacher 
left  the  school ;  the  classes  settled  down  to  work 
and  soon  became  acquainted  ;  a  few  changes, 
but  only  a  very  few,  were  made  in  tho  assign- 
ments of  the  scholars,  as,  for  example,  where  a 
mistake  had  been  made  in  the  age  of  a  pupil ; 
and  soon  everybody  was  satisfied  with  the  new 
arrangement.  Among  its  manifest  benefits  we 
may  note  the  following  : 

1 .  The  Senior  Department  is  maintained  with 
large  classes  and  growing  numbers.  There  is 
a  social  feeling,  an  "  esprit  de  corps,"  in  a  large 
class  which  is  not  found  in  a  small  one  ;  hence 
the  shrinkage  is  less.  And  whatever  loss  is  met 
is  more  than  supplied  from  the  new  blood  infused 
each  year  on  "  Promotion  Sunday." 

2.  The  scholars  in  the  Junior  Department  have 
an  aim  and  a  hope  before  them.  They  look  for- 
ward to  their  promotion  with  earnest  expectation, 
and  are  on  this  account  the  more  loyal  to  the 
school. 

3.  Inasmuch   as  all  changes  are  made  at  a 


112      Seve?t  Graded  Stmday  Schools. 

given  time  they  are  prepared  for.  For  three 
months  the  superintendent  is  planning  for  "  Pro- 
motion Sunday."  If  a  teacher  can  be  better  fitted 
with  a  class,  a  change  is  made  at  that  time ; 
and  where  many  changes  are  made  at  once  the 
friction  of  each  is  reduced  to  a  minimum. 
Classes  are  made  more  nearly  uniform  in  their 
constituency,  and  the  school  is  kept  up  to  an 
evenness  of  organization  which  greatly  increases 
its  efficiency. 

4.  There  has  been  a  marked  increase  in  the 
membership  of  the  school.  Notwithstanding  the 
organization  of  a  mission  school  by  the  church, 
taking  away  several  workers  and  some  scholars, 
the  school  has  an  attendance  from  seventy-five 
to  one  hundred  larger  than  that  of  two  years 
ago. 

After  a  trial  of  two  years  we  are  sure  that  the 
establishment  of  a  graded  system  and  a  faithful 
adherence  to  its  plans  have  greatly  benefited  our 
Sunday  school. 


A  Model  Sunday  School  Room.      113 


A   MODEL   SUNDAY   SCHOOL 
ROOM. 

THE  Sunday  school  is  the  door  to  the  Church 
through  which  enters  the  great  majority  of 
its  members.  This  fact  alone  would  account  for 
the  increasing  interest  that  the  Church  now  mani- 
fests toward  the  school.  As  the  institution  which 
trains  the  young  for  the  Church,  and  leads  both 
young  and  old  into  the  Church,  the  Sunday 
school  is  entitled  to  the  Church's  support  and 
care. 

The  housing  of  the  Sunday  school  is  one  of 
the  most  important  subjects  that  can  come  be- 
fore the  Church  as  the  guardian  of  the  school. 
Too  often  the  work  of  the  school  is  impeded  by 
unsuitable  and  inconvenient  quarters.  Just  as 
the  public  school  building  now  claims  the  atten- 
tion of  architects  and  sanitary  engineers,  the 
Sunday  school  hall  is  also  attracting  notice. 

It  is   only  twenty-two    years   since   the  first 


114      Seven  Graded  Sunday  Schools. 

building  thoroughly  adapted  for  the  uses  of 
the  Sunday  school  was  erected  at  Akron,  O. 
This  building,  the  joint  conception  of  the  Hon. 
Lewis  Miller,  superintendent,  and  Mr.  Jacob 
Snyder,  architect,  has  furnished  most  of  the 
ideas  peculiar  to  Sunday  school  construction, 
and  is  therefore  entitled  to  preeminence  in  the 
record.  Others  have  improved  upon  the  details 
of  the  Akron  plan,  but  its  fundamental  principles 
have  never  been  superseded,  and  can  never  be. 
Those  principles  are  only  two.  and  they  seem 
almost  incompatible  with  each  other.  They  have 
been  called  "  aloneness  "  and  "togetherness;" 
that  is,  that  each  class  in  certain  departments 
shall  be  isolated  in  a  separate  room,  and  yet 
that  all  the  classes  may  be  brought  together  into 
one  room  for  general  exercises  without  delay, 
without  confusion,  and  without  the  change  of 
seats  by  the  classes. 

Among  the  dozen  or  more  Sunday  school 
buildings  on  the  Akron  plan  one  of  the  most 
convenient  and  most  complete,  yet  not  one  of 
the  most  expensive,  is  that  connected  with  the 
Methodist  Episcopal  Church  in  Plainfield,  N.  J. 
As  this  was  for  twenty  years  the  church  home 


A  Model  Sunday  School  Room.     115 

of  the  Rev,  Bishop  John  H.  Vincent,  the  Sun- 
day school  bears  the  appropriate  name  of  "Vin- 
cent Chapel."  The  plans  were  drawn  by  Mr. 
Oscar  S.  Teale,  architect.      Mr.  Teale  was  at 


ViticE»4T  Chapel 


that  time  the  efficient  secretary  of  the  school, 
and  added  to  an  architect's  knowledge  a  worker's 
practical  acquaintance  with  the  needs  of  the  Sun- 
day school.    The  chapel,  as  may  be  seen  by  the 


116      Seven  Graded  Sunday  Schools, 

diagrams,  embraces  a  large  room,  with  eighteen 
smaller  class  rooms  around  it,  nine  upon  each 
floor.  The  partitions  of  the  class  rooms  are  so 
arranged  as  to  offer  no  obstruction  to  the  line  of 
vision  from  any  seat  in  the  building  to  the  super- 
intendent's desk  and  the  blackboard  fastened  to 
the  wall  back  of  it.  Thus  the  superintendent 
can  see  and  be  seen  by  every  pupil  and  teacher 
in  the  building.  He  can  also  be  heard  with  per- 
fect ease  in  every  class  room,  as  the  acoustic 
properties  of  the  building  are  excellent. 

The  main  room  is  used  by  the  Junior  Depart- 
ment, in  which  the  scholars  are  from  eleven  to 
sixteen  years  of  age.  The  classes  are  seated 
according  to  grade,  the  "  first  year  Juniors  "  on 
the  front  row  of  classes  ;  the  "  second  year  Jun- 
iors "  on  the  second  row,  etc.,  for  four  rows,  the 
boys  on  the  superintendent's  right,  the  girls  on 
his  left.  Each  year,  on  "  Promotion  Sunday," 
the  classes  move  one  row  farther  from  the  desk, 
and  the  new  classes  formed  from  the  Interme- 
diate Department  take  the  front  row  of  seats. 

The  nine  class  rooms  on  the  ground  floor  are 
used  as  follows :  In  the  left-hand  corner,  just 
v/here  the  most  of  the  scholars  pass  in  entering 


A  Model  Sunday  School  Room.     117 

and  leaving,  is  the  secretary's  room.  Next  is 
the  "  fifth  year  Junior,"  into  which  all  the  girls 
enter  after  four  years  in  the  Junior  Grade,  leav- 
ing their  former  teachers  for  a  new  one.  In  this 
class  they  stay  either  one  or  two  years,  according 
to  age  and  acquirements,  and  from  it  are  pro- 
moted to  the  Senior  Department.  The  third 
room  is  that  of  the  "  Ladies'  Bible  Class  ;  "  the 
fourth,  the  "  Reserve  Class."  Next  comes  the 
church  parlor,  seating  a  hundred  people,  and 
used  by  a  large  Senior  Class.  The  next  room 
is  for  the  "first  year  Intermediate,"  that  is, 
those  just  advanced  from  the  Primary  Depart- 
ment;  the  seventh,  the  "second  year  Interme- 
diate;" the  eighth,  a  "young  men's  Senior 
Class;"  the  ninth,  and  last,  the  boys'  section 
of  the  "fifth  year  Junior,"  the  largest  class  of 
boys  in  the  Junior  Department. 

On  the  ground  floor  are  four  entrances,  one 
at  each  corner.  As  the  chapel  stands  at  the 
rear  of  the  church  it  was  necessary  to  have  the 
principal  entrance  on  each  side  of  the  room  fac- 
ing the  school.  This  is  a  slight  drawback,  as  a 
rear  entrance  would  be  preferable,  in  order  not 
to  distract  attention  to  the  late  comers. 


118     Seven  Graded  Sunday  Schools. 

The  partitions  between  the  class  rooms  are 
windows  of  ground  glass  of  amber  color.  They 
are  movable,  so  that  classes  can  be  united  when- 
ever desirable.  Those  between  class  rooms  and 
the  main  room  are  double  doors  of  ground  glass, 
so  hung  that  they  may  be  swung  aside  easily, 
and  arranged  when  open  not  to  interfere  with  the 
line  of  vision.  All  the  rooms  are  well  lighted 
and  well  ventilated  ;  and  the  main  room,  when 
all  the  rooms  are  closed,  has  abundant  light  and 
air  from  a  clear  story  above,  with  movable  win- 
dows. 

To  the  gallery  and  its  classes  there  are  three 
entrances.  The  one  from  without  the  building 
leads  exclusively  to  the  Primary  Class,  which, 
by  having  its  own  exit,  can  adjourn  earlier  than 
the  rest  of  the  school.  The  two  other  stairs  are 
interior  and  lead  to  the  gallery  corridor,  on 
which  all  the  class  rooms  of  the  upper  floor 
open.  These  are  separated  from  each  other  and 
from  the  main  room  by  sliding  doors  of  amber 
glass,  so  that  they  may  be  united  or  isolated  at 
will,  and  in  a  moment.  The  seats  in  these 
classes  rise  in  tiers  so  that  those  in  the  rear  as 
well  as  in  the  front  can  see  the  platform  and  the 


A  Model  Simday  School  Room.     119 

blackboard.  There  are  nine  class  rooms,  of 
which  the  central  one  is  for  the  Prinaary  De- 
partment, and  all  the  others  are  for  the  Senior 
classes.     All  the  Senior  classes  are  large,  and 


Oau-ery   Plam 

Vincent  Chapeu 

are  kept  full  by  promotion  every  year  from  the 
Junior  Grade. 

The  library  room  is  at  the  main  entrance,  so 
that  books  may  be  delivered  by  the  pupils  while 
passing  into  the  school,  and  might  be  given  to 
them  while  passing  out,  though  in  fact  they  are 


120      Seven  Graded  Sunday  Schools. 

brought  by  the  librarian  to  the  classes.  On  the 
opposite  side  of  the  building,  in  the  rear  of  the 
entrance,  is  a  kitchen,  which  is  used  at  enter- 
tainments and  social  gatherings.  For  these  two 
or  three  of  the  class  rooms  are  thrown  together 
as  a  refreshment  room  adjoining  the  kitchen. 

One  advantage  of  such  a  chapel  is  its  expand- 
able character.  When  all  the  rooms  are  closed 
there  is  seating  capacity  for  two  hundred  and 
fifty  chairs  in  the  main  room,  which  generally 
suffices  for  the  prayer  meeting,  while  room 
after  room  may  be  opened  as  the  congregation 
increases.  This  form  of  building  is  equally 
adapted  for  the  Sunday  school,  the  prayer 
meeting,  and  the  social  gatherings  of  the 
Church. 


THE   END. 


Theologic.il   Seminaty-Spe 


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